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STATE. OF MONTANA 

DEPARTMENT OF PUBLIC 
INSTRUCTION 

COURSES OF STUDY 

FOR ACCREDITED HIGH SCHOOLS 



AUTHORIZED BY STATE BOARD OF EDUCATION 



PREPARED BY 
G. A. KLTCHAM, 

DEPUTY SUPERINTENDENT OF PUBLIC INSTRUCTION 



1912 



"INCEPENCENT FUiUIHINt COHPHKY, HC.DU. HOKTUUL* 



Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/coursesofstudyfoOOmont 



5TATL OF MONTANA 

DEPARTMENT OF PUBLIC 
INSTRUCTION 

COUR5E5 OF 5TUDY 

FOR ACCREDITED HIGH SCHOOLS 



AUTHORIZED BY STATE BOARD OF EDUCATION 



PREPARED BY 
G. A. KETCHAM, 

DEPUTY SUPERINTENDENT OF PUBLIC INSTRUCTION 



1912 



"iMDEreNOStT PU3LISHINS CCM 3 *NV, HEUHA. HOHTAKLP 

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D. OF D. 
AUG 25 1913 



INTRODUCTORY NOTE. 



The state course of study for elementary grades met with 
so much favor that the department was constantly in receipt of 
requests for a course of study for High Schools. 

Finally the demand became so great that I was asked to pre- 
pare courses and submit them to the State Board of Education 
for approval. The courses of study presented herewith and 
the accompanying suggestions are not intended to be iron-clad, 
but the idea is to standardize the work of the High Schools 
without attempting to dictate. Xo manual can expect to 
meet the approval of all the widely varying ideas of super- 
intendents, principals, and teachers. It is hoped that the man- 
ual will be of assistance to new high schools particularly and 
that it will help in standardizing the work of the older high 
schools. It may, at least, be regarded as indicating in a gen- 
eral way what will be considered as satisfactory work for Mon- 
tana accredited high schools. 

The preparation of the manual was undertaken at the urgent 
suggestion of State Superintendent W. E. Harmon, and would 
probably have been given up at several stages of its develop- 
ment had it not been for his encouragement. Acknowledge- 
ment is due to many teachers in Montana high schools for 
advice and suggestions. Much assistance was also derived 
from state manuals published in other states. The portion 
of the manual dealing with the Agricultural course was con- 
tributed entire by Principal L. R. Foote of the Beaverhead 
County High School. This part of the manual is likely to 
prove the most valuable of all. 

Respectfully submitted, 

G. A. KETCHAM, 
Deputy Superintendent of Public Instruction. 



— 4— 



SUGGESTED PROGRAM OF STUDIES FOR HIGH SCHOOLS OF 

MONTANA. 





Classical. 


Scientific. 


English. 




Latin 5. 


English 5. 


English 5. 


Year I. 


English 5. 


Algebra 5. 


Algebra 5. 




Algebra 5 . 


Greek History 5. 


Greek History 5. 


Semester 1. 


Greek History 5. 


Physical Geo- 


Physical Geo- 




Public Speaking 1. 


graphy 5. 


graphy 5 . 






Public Speaking 1 . 


Public Speaking 1. 




Latin 5. 


English 5. 


English 5. 


Semester II. 


English 5. 


Algebra 5 . 


Algebra 5 . 




Algebra 5. 


Roman History 5. 


Roman History 5 . 




Roman History 5. 


Physical Geo- 


Physical Geo- 




Public Speaking 1. 


graphy 5 . 


graphy 5. 






Public Speaking 1. 


Public Speaking 1. 




Latin 5. 


English 5. 


English 5. 


Year II. 


English 5. 


Plane Geometry 5. 


Plane Geometry 5. 




Plane Geometry 5. 


German i5. or 


or Commercial 


Semester 1. 


Medieval His- 


French io . 


Arithmetic 5. 




tory 5 or 


Public Speaking 1 . 


Public Speaking 1. 




German i5 , or 


Choose One: 


Choose Two: 




French io. 


Medieval His- 


German i5, or 




Public Speaking 1. 


tory 5 . 


French i5. 






Biology 5. 


Medieval His- 






Botany 5. 


tory 5. 






Zoology 5. 


Biology 5 . 
Botany 5. 
Zoology 5. 




Latin 5. 


English 5. 


English 5. 


Semester II. 


English 5. 


Plane Geometry 5. 


Plane Geometry 




Plane Geometry 5. 


German i5. or 


5. or Commer- 




Modern History 5, 


French i5. 


cial Arithme- 




or German i5 , 


Public Speaking 1. 


tic 5. 




or French i5. 


Choose One: 


Public Speaking 1 , 




Public Speaking 1. 


Medieval His- 


Choose Two: 






tory 5 . 


German i5 . or 






Biology 5. 


French i5. 






Botany- 5. 


Modern History 5. 




, 


Zoology 5 . 


Biology 5. 
Botany 5. 
Zoology 5 . 




Latin 5. 


German ii5. or 


English 5. 


Year III. 


English 5. 


French ii5. 


Physics 5. 




Physics 5. or 


English 5. 


Advanced Alge- 


Semester 1 . 


English 5. 


Physics _ 5. 


bra 5 , or 




History 5. or 


Public Speaking 1. 


Bookkeeping 5. 




Economics 5. 


Choose One: 


Public Speaking 1. 




German i5. or 


Advanced Alge- 


Choose One. 




French i5. 


bra 5. 


German io . or 




or 


English His- 


French i5. 




German 115 . or 


tory 5 . 


German 115 . or 




French ii5. 


Economics 5. 


French 115 . 




Public Speaking 1. 




English His- 
tory 5 . 
Economics 5. 



— 6— 

SUGGESTED PROGRAM OF STUDIES FOR HIGH SCHOOLS OF 

MONTANA. 





Commercial. 


Manual Training. 


Domestic Science. 


Year 1. 

Semester I. 


Algebra 5 . 
English 5. 
Greek History 5. 
Physical Geo- 
graphy 5 . 
Public Speaking 1. 


Algebra 5. 

English 5. 

Bench Work 3. 

Freehand and 
Mechanical 
Drawing 2 . 

Public Speaking 1. 

Physical Geo- 
graphy 5 , or 
Agriculture 5. 


Algebra 5 . 

English 5. 

Sewing 3. 

Freehand Draw- 
ing 2. 

Physical Geo- 
graph 5 . 

Public Speaking 1. 





Algebra 5. 


Algebra 5. 




Semester II. 


English 5. 


English 5. 






Roman History 5. 


Bench Work 3. 






Physical Geo- 


Freehand and 






graphy 5. 


Mechanical 


SAME. 




Public Speaking 1. 


Drawing 2 . 

Public Speaking 1. 

Physical Geo- 
graphy 5 , or 
Agriculture 5 . 







Public Speaking 1. 


Plane Geometry 5. 


English 5 . 


Year II. 


Commercial 


English 5. 


German i5 . or 




Arithmetic 5. 


Cabinet Work or 


French i5. 


Semester 1. 


Business Eng- 


Lathe 3. 


Freehand Draw- 




lish 5. 


Mechanical 


ing 2. 




German 5 , or 


Drawing 2. 


Cooking 3. 




Medieval His- 


Public Speaking 1. 


Greek His- 




tory 5. 


Choose One: 


tory 5. 




Choose One: 


Medieval His- 


Public Speak- 




Plane Geometry 5. 


tory 5 . 


ing 1. 




Biology 5. 


German i5 . or 






Botany 5. 


French i5 . 






Zoology 5. 


Botany 5. 
Zoology 5. 
Biology 5. 







Commercial 


Plane Geometry 5. 


English. 5. - 


Semester 1 1 . 


Arithmetic 5. 


English 5. 


Germna i5, or 




Business Eng- 


Cabinet Work or 


French i5. 




lish 5. 


Lathe 3. 


Freehand Draw- 




German 5. or 


Mechanical 


ing 2. 




Modern History 5. 


Drawing 2. 


Cooking 3 . 




Choose One: 


Public Speaking 1. 


Roman History 5 




Plane Geometry 5. 


Choose One: 


Public Speaking 1. 




Biology 5. 


Modern His- 






Botanv 5. ' 


tory 5 . 






Zoology 5. 


German i5 , or 






Public Speaking 1. 


French i5. 
Botany 5. 
Zoology 5. 
Biology 5. 






Year III. 
Semester I. 



English 5 . 
German iio , or 

Economics 5. 
Bookkeeping 5. 
Stenography and 

Typewriting 5. 
Public Speaking 1. 



English 5. 

Mechanical Draw- 
ing 2. 

Iron working or 
Advanced "Wood 
Working 3. 

Physics 5. 

Public Speaking 1>. 
Choose One: 

Bookkeeping 5. 

Advanced Alge- 
bra 5. 

Economics 5. 

German i5, or 
French i5. 

German ii5. or 
French ii5 . 



English 5. 

German iio . or 
French iio . 

Applied Design 2. 

Domestic Art 3. 

English His- 
tory 5, or 

Economics 5. 

Public Speaking 1. 



Semester II, 



English 5. 
German ii5, or 

Economics 5. 
Bookkeeping 5. 
Stenography and 

Typewriting 5. 
Public Speaking 1. 



SAME. 



SAME. 



Year IV. 
Semester I, 



Bookkeeping 5. 
Stenography and 

Typewriting 5 . 
U. S. History 

and Civics 5 . 
Commercial 

Geography 5 . 
Public Speaking 1. 



Public Speaking 1. 

English 5. 

U. S. History 

and Civics 5. 
Mechanical 

Drawing 2. 
Machine Shop, or 

Advanced Wood 

Working 3. 
Choose One: 
Chemistry 5. 
Solid Geometry 5. 
German iio. or 

French ii5. 
German iii5. or 

French iii5. 



English 5. 
German iii5. or 

French iiio. 
U. S. History 

and Civics 5, o 

Chemistry 5. 
Applied Design 2 
Domestic 

Science 3. 
Public Speaking 1. 



Semester II, 



Same except Com- 
mercial Law in 
place of Com- 
mercial Geo- 
graphy. 



Same except Trig- 
onometry in 
place of Solid 
Geometry. 



SAME. 



One hundred and sixty-eight credits are required for graduation. 
See note concerning music and drawing. 

A credit is one recitation per week for a semester. Roman numer- 
als indicate the year of course; Arabic numerals, number of reci- 
tations per week. 



NOTES ON THE SUGGESTED PROGRAM OF STUDIES. 



i. Biology, if properly taught should furnish a strong in- 
centive toward right living in particularly just those ways in 
which the High School freshman is likely to go astray. More- 
over in that year more students are reached than could be 
reached in any other. 

Biology is not as good an introductory science as 
Physical Geography, but it is believed that the above con- 
dition more than offsets that fact. 

2. Science teachers are divided into two pretty equal fac- 
tions on the question of the precedence of Physics or Chemistry 
in the course. My own study and observation lead me to agree 
with those who believe that Physics should precede Chemistry. 

3. German teachers are well agreed that the third year's 
work in German is worth very nearly as much as the other two 
combined. Language teachers in general hold that three years' 
work in one language is to be preferred to four years in two 

4. The course as outlined makes no provision for French. 
It's place is decidedly unsettled in my own mind unless it is 
to stand simply as an alternative to German. It should, of 
course, be offered in the larger High Schools for the benefit of 
students who wish to make some particular use of it. 

5. Probably the most unusual feature of the course is the 
year of Advanced Algera in place of the half year commonly 
taught. The tendency among the high schools is, however, 
in this direction, a number of the strongest High Schools in 
the United States, having made the change several years ago. 
It should be elective and urged only upon students who ex- 
pect to make special use, of their mathematics. Several years 
ago several of the chief technical schools of the United States 
and Engineering Departments of various universities ceased 
giving credit for high school algebra on the ground that stu- 
dents were not sufficiently prepared. I believe mathematics 
teachers are practically a unit in approving the year's course. 
6. Perhaps it would be well to substitute a course in ad- 
vance Arithmetic in place of the course in Trigonometry or 
at least to offer it as a substitute. 

7. Schools desiring to add music or drawing to the first 
two years of the Classical, Scientific, English and Commercial 
courses should provide for two recitations per week and the 



— 9— 

time be taken from some other subject or subjects in the 
course. 

8. The State Board of Indiana, following the. recom- 
mendation of the N. E. A., adopted in the report of the Com- 
mittee on Articulation of High School and College, has recent- 
ly adopted a course for certified High Schools making it pos- 
sible for a student to graduate with no mathematics, whatever. 
Perhaps the time has not yet arrived for such action in Mon- 
tana. 

9. The course in Agriculture has been prepared under the 
direction of Prin. L. R. Foote of Dillon. Mr. Foote has been 
working on the problem longer and more successfully than any 
one else in the state. His course has been criticised because 
it is too full, attempts too much, or as Prof. Cooley says, 
"Takes itself too seriously." 

I wish to make two suggestions as to this criticism, the 
only one, I believe likely to be offered. First — The course 
in Agriculture in the High School can be defended only upon 
the ground of its social value in turning young people away 
from the shop and office and back to the farm — of upon the 
ground of its practical value to those who follow Agriculture 
as a profession. In order to accomplish either of "these pur- 
poses the work offered must be fully equal both in quality 
and quantity to that of any other subject in the course. 

Second — The course has been worked out in great detail 
because of the present general confusion existing m the minds 
of teachers and principals with reference to its proper content 
and method. It is intended to be fully suggestive for all 
Montana conditions, each school being left to select the 
course best fitted to its environment and emphasize those 
phases of these courses which are of especial local significance. 

10. I believe the course m Agriculture will be the most 
valuable part of the manual. The ordinary High School sub- 
jects have been pretty thoroughly worked out and are in 
general in charge of teachers who are themselves critical stu- 
dents of their work with well grounded ideas both as to content 
and as to method. For such teachers the outlines of work 
herewith given are without significance while one complete 
one would simply arouse debate, unless laid down as abiter 
dicta, unquestionably an unwise proceeding. The best thing 
to do, therefore, seems to be to furnish a few generally accepted 



suggestions as to method and content. This has the advantage 
of furnishing an incentive to the weak teacher while leaving 
the strqng teacher free to pursue his own aims and methods 
and to modify the content to suit his purposes. 

ii. Economics as an independent subject in the High 
School Course is beginning to recover from the period of de- 
pression following the report of the Committee of Ten. The 
conditions which produced that report, — lack of the proper 
texts, adequately prepared teachers and library recourses, — 
have now been removed in our better schools. An attempt has 
been meanwhile made through the course in History to bridge 
the well-recognized gap created by the omission. The remedy 
has not been sufficient. The predominating and constantly 
increasing economic aspect of society's chief problems make it 
extremely desirable that High School students have their atten- 
tion very definitely directed to them and be furnished with 
sound principles for study and criticism. 



— II — 

ENGLISH. 

The Paramount Subject. 

It is generally admitted that of all subjects taught in the 
High School the study of the mother tongue is the most im- 
portant. Whether one is to lead a life of ease or of practical 
every day work, an effective knowledge of his own language 
and literature is equally desirable. 

Three Fold Purpose. 

The High School course in English has three purposes : 
First, to develop the ability to write and speak good English ; 
second, to develop the capacity and desire to read and appre- 
ciate good English ; third, to give the student a knowledge 
of the most important facts and tendencies in the History of 
English Literature. The first is the most important and in 
practice almost inseparable from the second, while the third 
naturally accompanies both. 

Suggestions. 

For the accomplishment of the first purpose it is necessary 
that students be given practice in both written and oral compo- 
sition throughout the High School course. Subjects for 
themes should be taken, especially in earlier years, from the 
pupil's own experience : or, at least from topics upon which 
he may easily acquire first hand information. Avoid bookish 
or pedantic topics. 

The second purpose of the English course is best reached 
by requiring students to read good English. Great care must 
be exercised to choose reading that is suited to the age, ability, 
and taste of the majority of the class. Poor judgment on the 
part of the teacher in the selection of material may alienate the 
interest of a whole class in the entire field of good literature. 
For this reason the High Schools welcome the wider opportun- 
ity for choice now offered by the "Requirements for College 
Entrance in English." The reading, moreover, must be for 
the sake of pleasure, not for the sake of analysis. Teachers 
must not with their classes analyze details so closely as to 
obscure the beauty of the whole. This has been one of the 
chief faults in the teaching of High School English. 

During the last two years a text-book in the History of 
English Literature should be used and the classics read should 
correlate with the work in the text. Thus the Historv illumi- 



— 12 — 

nates the classics and the classics lead reality to the History. 
The emphasis should be placed upon the growth and develop- 
ment of the great movements of English Literature not upon 
the details of individual lives. 

American Literature. 
American Literature must not be ignored. The teacher 
may require books for outside reading and report to be chosen 
from this field and may devote some time to study of its his- 
tory by means of class room talks by the teacher and reports 
on reference reading by the students. It is not, however,' 
deemed desirable to offer a separate course in the subject. 

Responsibility for Results. 

The responsibility for the results of the High School course 
in English can not be said to rest solely with the English 
teachers. The same standards that are applied by the English 
teachers to an English theme or recitation should be applied by 
all teachers, of whatever department, to the work of their 
classes. There is no place in the High School for the teacher 
Who uses slovenly English or who accepts its use by his stu- 
dents. Many High Schools have a splendid opportunity for 
improvement in the line of this suggestion. 
Criticism of Themes. 

All criticisms of themes, whether written or oral, should be 
of the constructive type. The purpose should be to discover 
and encourage whatever is good, characteristic and individual 
in the pupil's work and so to direct it as to bring it to its full- 
est and best expression. Criticism that merely points out de- 
fects is disheartening to pupils, particularly in the first years 
of High School. 

Personal Conferences. 

In no other subject is personal conference with the pupils 
so invaluable. It furnishes opportunity for the development of 
individuality in the pupil which can be found in no other way. 
At this time, too, the teacher may follow up his criticisms, see 
that they are understood and insist upon their being put into 
use. It is the duty of the Principals, Superintendents, and 
Boards to arrange the work of English teachers in considera- 
tion of the large proportion of it which must be done outside 
of class room hours. 



—13— 

Arrangement of Work. 

The introduction to "Foundation English" by MacDonald, 
Benjamin H. Sanborn and Company, has some excellent sug- 
gestions to teachers as to the arrangement of work. 

Reading Aloud. 

While the English course in the High School cannor under- 
take to do the work of a course in Public Speaking, students 
should., nevertheless, be frequently called upon to read portions 
of the assigned lessons aloud, and every effort should be made, 
within the time available, to produce fluent, intelligent readers. 

Ethical Aims. 

English offers to the teacher greater opportunity than any 
other subject to develop the ethical instincts of boys and girls 
and to impress the great lessons of morality. The teacher 
who fails to make the most of this phase of her work fails 
altogether. 

Outside Reading. 

Most boys and girls of High School age do more or less 
reading in addition to that required by their regular High 
School courses. Here is an educational force which should be 
guided and utilized by the school. Accordingly it is advised 
that fixed requirements be made for each year both as to the 
amount and kind of reading to be done. For the first two 
years 500 pages each semester and for the last 750 pages, each 
semester are perhaps reasonable and wise requirements. It 
should likewise be required that at least one half the reading 
be non-fiction. The appended lists with few exceptions are 
those adopted for the High Schools of Seattle : 

Alcott, Louise May Little Women. 

Alcott, Louise May Old Fashioned Girl. 

Alcott, Louise May Spinning Wheel Stories. 

Aldrich, Thomas Bailey Marjorie Daw. 

Allen, James Lane Aftermath. 

Allen, James Lane Kentucky Cardinal. 

Allen, James Lane The Choir Invisible. 

Alien, James Lane The Flute and the Violin. 

Andrews, Mary Shipman Bob and the Guides. 

Andrews, Mary Shipman The Perfect Tribute. 

Aquillon Days of Bruce. 

Arabian Nights. 

Barrie, James Matthew A Window in Thrums. 

Barrie, James Matthew Sentimental Tommv. 



Barrie, James Matthew The Little Minister. 

Brown, Dr. John Marjorie Flemming. 

Brown, Dr. John Rab and His Friends. 

Biackmore, Richard Lorna Doone. 

Bulwer Lytton Harold. 

Bulwer Lytton Last Days of Pompeii. 

Cable, George Washington Creole Days. 

Cable, George Washington Dr. Sevier. . 

Chambers, Robert Williams Cardigan. 

Churchill, Winston mchard Carvel. 

Cooper, James Fennimore The Deerslayer. 

Cooper, James Fennimore Afoot and Ashore. 

Cooper, James Fennimore ihe Pathfinder. 

Cooper, James Fennimore The Pilot. 

Cooper, James Fennimore The Pioneers. 

Cooper, James Fennimore The Prairie. 

Cooper, James Fennimore The Spj T . 

Cooper, James Fennimore The Two Admirals. 

Defoe, Daniel Robinson Crusoe. 

De Morgan, w'illiam F Alice for Short. 

De Morgan, William F Joseph Vance. 

Dickens, Charles Christmas Stories. 

Dickens, Charles Dombey and Son. 

Dickens, Charles Great Expectations. 

Dickens, Charles Nicholas Nickleby. 

Dickens, Charles Old Curiosity Shop. 

Dickens, Charles Oliver Twist. 

sickens, Charles The Christmas Carol. 

Eggleston, Edward : The Hoosier Schoolmaster. 

Eliot, George Mill on the Floss. 

Eliot, George Scenes from a Clerical Life. 

Ewing, Juliana Horatia Jan of the Windmill. 

Ewing, Juliana Horatia Six to Sixteen. 

Fox, John Jr Little Shepherd of Kingdom Come. 

Fraser, Mrs. Hugh In the Fear of the Lord. 

Frederick, Herold In the Valley. 

Gaskell, Elizabeth Cleghorn' Cranford. 

Gordon, Charles William The Sky Pilot. 

Hale, Edward Everett Back to Back. 

Hale, Edward Everett Stories of War. 

Stories of the Sea. 

The Man Without a Country. 

Hart, Bret The Luck of Roaring Camp. 

Hawthorne, Nathaniel Rappaccini's Daughter. 

Hawtnorne, Nathaniel Tanglewood Tales. 

Hawthorne, Nathaniel The Snow Image. 

Hawthorne, Nathaniel The Wonder Book. 

Hawthorne, Nathaniel Twice Told Tales. 

Howells, William Dean A Traveler from Altruria. 

Howells, William Dean The Lady of the Wroustock. 



—15— 

Hughes, Thomas Tom Brown at Oxford. 

Tom Brown's School Days. 

Hugo, Victor Marie Les Miserables. 

Jackson, Helen Hunt Ramona. 

Jewett, Sara Orne A. Country Doctor. 

Jewett, Sara Orne Betty Leicester. 

Jewett, Sara Orne Tales of New England. 

Kingsley, Charles Ilereward the Wake. 

Kingsley, Charles Westward Ho ! 

Kipling, Rudyard Captains Courageous. 

Kipling, Rudyard Indian Tales. 

Kipling, Rudyard Kim. 

Kipling, Rudyard Puck of Pook's Hill. 

Kipling, Rudyard The Jungle Books. 

Lamb, Charles and Mary Adventures of Ulysses. 

Lamb, Charles and Mary Tales from Shakespeare. 

London, Jack The Call of the Wildi 

Malory, s>ir Thomas Morte d'Arthur. 

Olivant, Alfred Bob, Son of Battle. 

Ouide (Louise de la Ramee) The Dog of Flanders. 

Phelps, Elizabeth Stuart The Madonna of the Tubs. 

Kenilworth. 

Scott, Sir Walter Old Mortality. 

Scott, Sir Walter Rob Roy. 

Scott, Sir Walter Tales of a Grandfather. 

Scott, Sir Walter The Abbott. 

Scott, Sir Walter The Heart of 'Midlothian. 

Scott, Sir Walter The Talisman. 

Seton, Ernest Thompson Wahb. 

Seton, Ernest Thompson Wild Animals I have known. 

Smith, Francis Hopkinson Gondola Days. 

Stevenson, Robert Louis David Balfour. 

Stevenson, Robert Louis Kidnapped. 

Stevenson, Robert Louis Black Arrow. 

Stevenson, Robert Louis The Bottle Imp. 

Stevenson, Robert Louis The Master of Ballentrae. 

Stevenson, Robert Louis Treasure Island. 

Stockton, Frank Richard Rudder Grange. 

Stockton, Frank Richard Selected Short Stories. 

Stowe, Harriet Beecher Uncle Tom's Cabin. 

Twain, Mark (Samuel L. Clemens) .. Innocems Abroad. 
Twain, Mark (Samuel L. Clemens) . .Life on the Mississippi. 
Twain, Mark (Samuel L. Clemens) . . Tom Sawyer. 

Van Dyke, Dr. Henry The Blue Flower. 

Van Dyke, Dr. Henry The Other Wise Man. 

Wallace, Lew Ben Hur. 

Warner, Charles Dudley Being a Boy. 

Watson, John (Ian Maclaren) Days of Auld Lang Syne. 

Watson, John (Ian Maclaren) The Bonny Briar Bush. 



— 16— 

White, Stewart Edward The Blazed Trail. 

White, Stewart Edward The Forest. 

White, A The Real Issue. 

Wiggin, Kate Douglas Diary of a Goose Girl. 

Wiggin, Kate Douglas The Bird's Christmas Carol. 

Wiggin, Kate Douglas The Story of Patsy. 

Wilkins, Mary E Selected Short Stories. 

Winthrop, Theodore John Brent. 

II. NON-FICTION. 

Abbott, Charles C A Naturatist's Rambles About Home. 

Addison, Joseph Meserole's Selections from the Spec- 
tator. 

Ainsworth, William Harrison Old Saint Paul's. 

Ainsworth, William Harrison Tower of London. 

Alcott, Louisa May Hospital- Sketches. 

Lord Avebury, John Lubbock Ants, Bees and Wasps. 

Bailey, Mrs. Florence Augusta A-birding on a Bronco. 

Bates, Henry W Naturlists on the River Amazon. 

Blanchan, Mrs. Nellie Bird Neighbors 

Blanchan, Mrs. Nellie Birds That Hunt and Are Hunted. 

Drummond, Henry The Ascent of Man. 

Bolton, Sarah Knowles Historic Boys. 

Bolton, Sarah Knowles Historic Girls. 

Brooks, Norah First Across the Continent. 

Buckley, Arabella B Winners in Life's Race. 

Bunyan, John Pilgrim's Progress. 

Burroughs, John Birds and Bees. 

Burroughs, John Birds and Poets. 

Burroughs, John Field Notes. 

Burroughs, John Locusts and Wild Honey. 

Burroughs, John Pepacton. 

Burroughs, John Signs and Seasons. 

Burroughs, John Wake Robin. 

Carlyle, Thomas Heroes and Hero Worship. 

Chisholm, Edwin Old Testament Stories. 

Crawford, Francis M <. The Little City of Hope . 

Dana, Richard Henry Two Years Before the Mast. 

Darwin, Charles Earthworms. 

Darwin, Charles Insectivorous Plants. 

Darwin, Charles Naturlist's Voyage Round the World. 

DeQuincy, Thomas Jean of Arc. 

DeQuincy, Thomas The English Mail Coach. 

Dickens, Charles A Child's History of England. 

Duncan, Norman Dr. Luke of Labrador. 

Dunn, Martha Baker Cicero in Maine. 

Escapes of the Civil War. 

Famous Adventures and Prisons. 

Fields, James Thomas Yesterdays with Authors. 

Foster, John „. Life of Dickens. 



—i7— 

Franklin, Benjamin Autobiography. 

Froude, James Anthony ....Life of Caesar. 

Goldsmith, Oliver A Citizen of the Civil War. 

Grant, Ulysses Simpson Memoirs. 

Hale, Edward Everett Memories of a Century. 

Hay, John Castilian Days. 

Holmes, Oliver Wendell Autocrat of the Breakfast Table. 

Holmes, Oliver Wendell Over the Teacups. 

Huxley, Thomas H American Adaresses. 

Huxley, Thomas H Lay Sermons. 

Huxley, Thomas H Citiques and Addresses. 

Huxley, Thomas H Man's Place in Nature. 

Huxley, Thomas H Science and Culture. 

Irving, Washington Alhambra. 

Irving, Washington Astoria. 

Irving, Washington A Tour on the Prairies. 

Irving, Washington Captain Bonneville. 

Irving, Washington Conquest of Granada. 

Irving, Washington Life of Columbus. 

Jenks, Tudor In tne Days of Shakespeare. 

Job, Herbert Keightley . Among the Waterfowl. 

Job, Herbert Keightley Wild Wings. 

Jordan, David Starr Footnotes to Evolution. 

Jordan, David Starr Science Sketches. 

Keller, Helen The Story of My Life. 

Keller, Helen The World I Live in. 

Kingsley, Charles Greek Heroes. 

Lamb, Charles Dissertation on Roast Pig. 

Lamb, Charles Essays of Elia. 

Lamb, Charles Praise of a Chimney Sweep. 

Lanier, Sidney Boy's Froissart. 

Lanier, Sidney Boy's King Arthur. 

Lord Aveburg, John Lubbock Ants, Bees and Wasps. 

Lowell, James Russell Fireside Travels. 

Lowell, James Russell My Study Windows. 

Macauley, Thomas Babington Essays on Clife, Hastings, Bunya, 

Pitt. 

Materlinck, Maurice Life of the Bee. 

Miller, Mrs. Harriet A Bird Lover in the West. 

Miller, Mrs. Harriet Birdways. 

Miller, Mrs. Harriet In Nesting Time. 

Miller, Mrs. Harriet Little Brothers of the Air. 

Miller, Mrs. Harriet True Stories from My Note Books. 

Miller, Mrs. Harriet Upon the Tree Tops. 

Morris, William Apology in Earthly Paradise. 

Motley, John Lothrop Rise of the Dutch Republic. 

Nicoley, John George Boy's Life of Lincoln. 

Palmer, George Herbert Translation of Odyssey. 

Parkman, Francis Montcalm and Wolf. 

Parkman, Francis The Conspiracy of Pontiac. 



Parkman, Francis The Discovery of the Great West. 

Parkman, Francis The Oregon Trail. 

Plutarch Lives. 

Prescott, William Hinkling Conquest of Mexico. 

Prescott, William Hinkling .Conquest of Peru: 

Riis, Jacob The Making of an American. 

Rolfe, William James Boyhood of Shakespeare. 

Roosevelt, Theodore Hero Stories from American History. 

Roosevelt, Tneodore The Winning of the West. 

Ruskin, John King of the Golden River. 

Ruskin, John Letters to C. E. Norton. 

Schurz, Carl Life of Henry Clay. 

Schurz, Carl Reminiscences. 

Scudder, Samuel Hubbard The Life of a Butterfly. 

Southey, Robert Life of Nelson. 

Stevenson, Robert Louis An Inland Voyage. 

Stevenson, Robert Louis ....'. .Letters. 

Stevenson, Robert Louis Travels with a Donkey. 

Stevenson, Robert Louis Virginibus Puerisque. 

Stoddard Leetures. 

Thackeray, William Makepeace .... Roundabout Papers. 

Thackeray, William Makepeace The Four Georges. 

Thompson, J. Arthur Science and Life. 

Tyaball, John Fragments of Science. 

VanDyke, Dr. Henry J Days Off. 

VanDyke, Dr. Henry J Fisherman's Luck. 

Warner, Charles Dudley In the Wilderness. 

Washington, Booker T Up from Slavery. 

Weed, Clarence Moores Seed Travelers. 

Wister, Owen Seven Ages of Washington. 

Wright, Mrs. Mabel Osgood Birdcraft. 

III. POETRY. 
Selections will be made from the works of the following poets. 

Students should be encouraged to read at least twenty-five pages of 

poetry each semester. Credit as non-fiction. 
Arnold, Matthew. Kingsley, Charles. 

Aytoun, William E. Lowell, James Russel. 

Browning, Robert. Mabie, Hamilton W. 

Bryant, William Cullen. Macaulay, Thomas B. 

Burns, Robert. Palgrave. 

Byron, Lord. Scoto, Sir Walter. 

Doyle, Arthur Conan. Shakespeare, William. 

Gayley, Chas. Mills. Southey, Robert. 

Halleck, Fritz-Greene. Stevenson, R. L. 

Hunt, Leigh. Whittier, John Greenleaf. 

Kipling, Rudyard. Wolfe, Charles. 



—19— 

THIRD YEAR— I. FICTION LIST. 

Austen, Jane Pride and Prejudice. 

Austen, Jane Sense and Sensibility. 

Black, William Juuith Shakespeare. 

Bulwer-Lytton, Edward G Last of the Barons. 

Cervantes, Miguel Don Quixote. 

Cody, Sherwin The World's Greatest Short Stories. 

Cox, George Wm Popular Romances of the M'ddle 

Ages. 

Curtis, George Wm bidney. 

Dickens, Charles Pickwick Papers. 

Dickens, Charles Our Mutual Friend. 

Dickens, Charles Hard Times. 

Eliot, George Adam Bede. 

Eliot, George Felix Holt. 

Hope, Anthony Prisoner of Zenda. 

Maudeville, Sir John Voyages and Travels. 

More, Robert Jessemy Bride. 

More, Sir Thomas Utopia. 

Matthews, Branaer A Collection of Short Stories. 

Parker, Gilbert In the Seats of the Mighty. 

Reade, Charles Cloister and Hearth. 

Scott, Walter Waverly. 

Scott, Walter The Monastery. 

Scott, Walter The Abbot. 

Scott, Walter Guy Mannering. 

Sidney, Sir Phillip Arcadia. 

Stevenson, Robert Louis Will o' the Mill. 

Stevenson, Robert Louis The Merry Men. . 

Stevenson, Robert Louis Kidnapped. 

Stevenson, Robert Louis Dr. Jeckly and Mr. Hyde. 

Swift, Jonathan Tale of a Tub. 

Thackeray, Wm. Makepeace Vanity Fair. 

Thackeray, Wm. Makepeace Henry Esmond. 

Thackeray, Wm. Makepeace The Newcomers. 

Walpole, Horace The Castle of Otranto. 

II. NON-FICTION LIST. 

Anderson, Hans Christian Tne Story of My Life. 

Arnold, Matthew Essays. 

Arnold, Matthew Culture and Anar thy. 

Arnold, Matthew Thomas Gray. 

Bacon, Francis Essays. 

Bancroft, George History of the United States. 

Boswell, James Life of Dr. Johnson. 

Brandes, George Select Cnapters from "Wm. Shakes- 
peare." 

Browning, Robt. and Mrs Letters. 

Bunyan, John Reflections o the French Revolution. 

Carlyle, Thomas History of the French Revolution. 



— 20 

Carlyle, Thomas Sartor Resartus. 

Carlyle, Thomas Essays. 

Coleridge, Samuel Taylor Biographia Literaria. 

Cross, Wilbur The Development of tne English 

Novel. 

DeQuincy, Thomas Flight of the Tartar Tribe. 

DeQuincy, Thomas Essays, Selected. 

Dryden, John Essays. 

Granke, Kuno History of German Literature. 

Gardner, Samuel History of the French Revolution. 

Gardner, Samuel History of England. 

Gibbon, Edward Decline and Fall of the Roman 

Gibbon, Edward Empire. 

Memoirs. 

Goldsmith, Oliver She Stoops to Conquer. 

Green, John Richard Short History of the English People. 

Hamilton, Madison and Jay The Federalist. 

Hare, Augustus Walks in Rome. 

Harrison, Frederick On the Choice of Books. 

Huxley, Thomas Henry Fragments of Science. 

Huxley, Thomas Henry Autobiography. 

Jameson, Mrs. Anna Shakespeare's Heroines. 

Johnson, Harold Whetstone - *\ivate Life of the Romans. 

Jusserand, Jean Jules English Wayfaring Life in the 14th 

Century. 

Kingsley, Charles The Roman and the Teuton. 

Landor, Walter Savage Aerope and Rodope. 

Lee, Sidney Life of Shakespeare. 

Lockhard, Joseph G Life of Scott, Chaucei Spencer, Mar- 
low, Shakespeare, Pope and Words- 
worth. 

Mabie, Hamilton Wright Shakespeare — Poet, Dramatist, Man. 

Mabie, Hamilton Wright Norse Legends. 

Macaulay, Thomas Babington History of England. 

Macaulay, Thomas Babington Essays on Bunyan, Clive, Warren 

Hastings and others. 

Milton, John Areopagitica. 

Morley, John English Men of Letters. 

Mitchell, Donald G Jbingllsh Lands, Letters and Kings. 

Morris, Charles English History Tales. 

Newman, John Henry Idea of a iJniversity. 

Pater, Walter H Appreciations. 

Percy, Thomas On the Ancient Minstrels. 

Ruskin, John Stones of v enice. 

Ruskin, John Ethics of the Dust. 

Ruskin, John crown of Wild Olive. 

Snider, Denton J Walks in Hellas. 

Stedman, Edmond Clarence Victorian Poets. 

Stephenson Shanespeare's London. 

Stevenson, Robert Louis An Apology for Idlers. 



— 21 — 



Thackeray, Wm. Makepeace English Humorists of the 18th Cen- 
tury. 

Ticknor, George History of Spanish Literature. 

Walton, Izaak The Complete Angler. 

Ward, Thomas Humphrey English Poets. 

Wordsworth, Wm Essays. 

^1. POETS FROM WHOSE WORKS SELECTIONS WILL BE MADE. 

Arnold, Matthew. Macaulay, Thomas Babington. 

j_eowulf. Macpherson, James. 

Blake, William. --Jton, John. 

Browning, Robert. Marlowe, Christopher. 

Browning, Elizabeth Barrett. Moore, Thomas. 

Burns, Robert. ^orris, William. 

Byron, George Gordon. Newman, John Henry. 

Campbell, Thomas. Phillips, Stephen. 

Carew, Thomas. Pope, Alexander. 

Chaucer, Geoffrey. Proctor, Bryan Walker. 

Coleridge, Samuel Taylor. Rossetti, Dante Gabriel. 

Collins, William. Scott, Walter. 

Cowper, William. Shakespeare, William. 

Dryden, John. Shelley, Percy Bysshe. 

Dunbar, William. Southey, Robert. 

Goldsmith, Oliver. Spenser, Edmund. 

Gray, Thomas. Stevenson, Robert Louis, 

herrick, Robert. Suckling, Sir John. 

Hood, Thomas. Tennyson, Alfreu. 

iveats, John. Swinburne, Algernon. 

Kingsley, Charles. Thomas, James. 

Kipling, Rudyard. Watson, William. 

Landow, Walter iSavage. Worusworth, William. 
Lovelace, Richard. 

FOURTH YEaR-I. FICTION. 

Allen, James L The Choir Invisible. 

Allen, James L Aftermath. 

Allen, James L Kentucky Cardinal. 

Cable, George W Bonaventura. 

Cable, George W The Grandissimos. 

Cable, George W Georgie's Island. . 

Churchill, Winston The Crisis. 

Cody, Sherwin The Worlu s Greatest Short Stories. 

Curtis, George Wm Prue and I. 

Foote, Mary Hallem Couer a Alene. 

Harte, Francis Bret Luck of Roaring Camp. 

Hawthorne, Nathaniel Marble Faun. 

Hawthorne, Nathaniel The Scarlet Letter. 

Hawthorne, Nathaniel Blithedale Romance. 

Hope, Anthony Prisoner of Zenda 

Howells, William Dean Their Wedding Journey. 

Howells, William Dean The Rise of Silas Lapham. 



Howells, William Dean The Traveler from Altruria. 

James, Henry The Bostonians. 

Jewett, Sarah Orne Tales of New England. 

Longfellow, Henry W Kavanaugh. 

Matthews, Brander Collection of Short Stories. 

Meredith, George Diana of the Crossways. 

Page, Thomas Nelson Red Rock. 

Smith, Francis Hopkinson Col. Carter of Cartersviiie. 

Smith, Francis Hopkinson Tom Gregor. 

Smith, Francis Hopkinson Wood Fire. 

Stowe, Harriet Beecher The Minister's Wooing. 

Twain, Mark Yankee King Arthur's Court. 

Wister, Owen The Virginian. 

II. NON-FICTION. 
American Men of Letters Seres. 
American Statesmen Series. 

Beecher, Henry Ward Patriotic Audresses. 

Burke, Edmund Speech on American Taxation. 

Burke, Edmund Letters to a Noble Lord. 

Burke, Edmund Speech on Trial of Warren Hastings. 

Burke, Edmund Speech on Nabon of Scot's Debts. 

Burroughs, John i-ssays. 

Burroughs, John A Bunch of Herbs. 

Burroughs, John Hard Fare. 

Cicero, Marcus Tullius On Friendship. 

Curtis, George William Addresses on Civil Service Reform. 

Curtis, George William ur Best Society. 

Emerson, Ralph Waldo Essays. 

Fiske, John American Ideals. 

Fiske, John The Critical Period. 

Fiske, John The Destiny of Man . 

Hamilton, Madison and Jay The Federalist. 

Holmes, Oliver Wendell Poet at the Breakfast Table. 

Irving, Washington Knickerbocker's History of New York 

Irving, Washington Life of Goldsmith. 

Irving, Washington ■ Mahomet and his Successors. 

Jefferson, Thomas Autobiography. 

Jefferson, Thomas Notes on Virginia. 

Larcom, Lucy A New England Girlhood. 

Lincoln, Abraham Debates with Douglas. 

L.ncoln, Abraham Inaugural Addresses. 

Lincoln, Abraham Emancipation Proclamation. 

Lowell, James Russell Among My Books. 

Lowell. James Russell Literary Essays. 

Lowell. James Russell Democracy and Other Addresses. 

Mabie, Hamilton Wright Short Studies in Literature. 

Mabie, Hamilton Wright i^ssaj's. 

Mabie, Hamilton Wright My Study Fire. 

Mabie, Hamilton Wright Under the Trees and Elsewhere. 



—23- 



Mitchell, Donald G Reveries of a Bachelor. 

Motley, John Lathrop United Netnerlands. 

Parkman, Francis .Old Regime in Canada. 

Perry, Bliss Study of Prose Fiction. 

Prescott, William Hickling Ferdinand and Isaoella. 

Prescott, William Hickling jfnillip II. 

Repplier, Agnes Essay on idleness. 

Stedman, Edmund Clarence American anthology. 

Stedman, Edmund Clarence American Poets. 

Sumner, Charles - The True Grandeur of Nations. 

Thoreau, Henry Davia Walaen. 

Thoreau, Henry David Week on the Concord and Merrimac 

Rivers. 

Ticknor, George History of Spanish Literature. 

VanDyke, Henry Essays. 

Warner, Charles Dudley My Summer in a Garden. 

Washington, George Farewell Address. 

Washington, George Correspondence. 

Webster, Daniel Speech on the White Murder Trial. 

Wendell, Barrett Literary History of America. 

Winter, William Grey Days and Cold. 

Woolman, John Journal. 

III. POETS FROM WHOSE WORKS SELECTIONS WILL BE MADE. 

Bryant, William Cullen. Markham, Edwin. 

Dunbar, Paul Lawrence. Poe, Edgar Allen. 

Emerson, Ralph Waldo. _.ead, Thomas Buchanan. 

Field, Eugene. Riley, James v'/hitcomb. 

Freneau, Philip. Saxe, John Godfrey. 

Halleck, Fitzu-reene. Sill, Edward Rowland. 

Stedman, Edmund Clarence. 

Holmes, Oliver Wendell. Taylor, Bayard. 

Longfellow, Henry W. wnitman, Walt. 

Lowell, James Russell. Whittier, John Greenleaf. 



—24— 

OUTLINE OF COURSE. 

First Year — First Semester. 

i. Composition and Rhetoric. Two hours per week during 
the first two years. 

The chief aim is to secure freedom and spontaneity of ex- 
pression. If those things are gained, good writing may be 
almost certainly secured, but if they are repressed and dis- 
couraged, good writing becomes impossible. Narration and 
description should be chiefly employed. Much of the work 
should be done in class, well prepared oral compositions alter- 
nating with written. Unless the teacher is particularly skilled 
and resourceful, a text-book in composition should be em- 
ployed as a guide. 

2. Literature. Three hours per week. 

Selections from lists furnished by the committee on "Uni- 
form College Entrance Requirements in English." 

This list may be secured in printed form from any of the 
publishers of English classics for schools. 

First Year — Second Semester. 

i. Composition and Rhetoric. Two hours per week. 
Sentence structure emphasized. 
Elementary study of paragraph. 
Letter Writing. Grammar. 

2. Literature. Three hours per week. 
Selections as' above. 

The following arrangement based on the requirements for 
1912-15 is suggested as one of the many desirable ones. 

ENGLISH I. 

First Semester — 

1. Silas Marne'r. 

2. Old Testament Narratives. 
Outside Readings — 

(Alternating to allowing the pupil to choose from the approved lists.) 

1. Robinson Crusoe. 

2. Vicar of Wakefield. 

3. Treasure Island. 

4. Lays of Ancient Rome. 
Second Semester — 

1. Lady of the Lake. 

2. Merchant of Venice. 



—25— 

Outside Readings — 

1. Sohrab and Rustum. 

2. uourtship of Miles Standish. 

3. bnow Bound. 

4. Own selections from approved list. 
ENGLISH II. 

First Semester — 

1. Idylls of the King. 

2. Inland voyage or Travels with a Donkey. 
Outside Readings — 

1. Pilgrim's Progress. 

2. Franklin's Autobiography. 

3. Midsummer Night's Dream. 

4. Own selections from approved list. 
Second Semester — 

1. Twelfth Night. 

2. Tale cf Two Cities. 

3. Julius Caesar. 
Outside Reading — 

1. Quentin Durward. 

2. Ivanhoe. 

3. Own selection from approved list. 

ENGLISH III. 

First Semester — 

1. Life of Johnson. 

2. Henry V. 

3. Deserted Village. 

4. Gray's Elegy. 

5. Rime of the Ancient Mariner. 
Outside Reading — 

1. De Coverly Papers. 

2. Henry Esmond or David Copperfielo. 
Second Semester — 

1. Essay on Burns. 

2. selections from Burns. 

3. Intimations of Immortality. 

4. Jfrisoner of Chillon. 

5. Selections from Browning. 

6. Vision of Sir Launfai. 

7. Poe's Raven. 
Outside Reading — 

1. Crauford or House of Seven Gables. 

2. The Princess. 

3. As You Dike It. 



—20— 

ENGLISH IV.— 

First S a mester — 

1. Chaucer's Prologue. 

2. Hamlet. 

3. Macbeth. 
Milton's Minor Poems. 

Outside Reading — 

1. First Bunker Hill Oration. 

2. Farewell Address. 

3. Carlyle's, The Hero as Poet. 

" The Hero as Man of Letters. 

" The Hero as King. 

Second Semester — 

1. Alexander's Feast. 

2. -Burke's Conciliation. 

3. Sesame and Li-ies. 
Outside Reading — 

(Choose two from this group.) 

(a) Macaulay's Essay on Clive and Hastings. 

(b) Thackeray's English Humorists. 

(c) Selections from Lincoln. (See College Requirements.) 

(d) Oregon Trail. 

Second Year — First Semester. 

1. Composition and Rhetoric. Two hours per week. 

Clearness of thinking should be the aim. Some argumenta- 
tions should be introduced and English teachers should remem- 
ber that their pupils are studying the art of logical statements 
in their Geometry at this very time. Paragraphing should be 
carefully studied including transitions from paragraph to para- 
graph. Unity, coherence, emphasis should receive attention 
and connectives should be studied. 

2. Literature. Three hours per week. 
Selections as above. , 

Second Year — Second Semester. 

1. Composition and Rhetoric. Two hours per week. The 
composition as a whole. Introductions. Conclusions. Sen- 
tence structure, long, short, loose, periodic, balanced, etc. 

2. Literature. Three hours per week. 
Selections as above. 

Third Year — First Semester, 
i. Composition and Rhetoric. 

During the last two years this work should occupy about 
one-fifth of the recitation time. It should now be possible to 



—27— 

leave matters of grammatical accuracy and the ordinary de- 
tails of rhetorical form and center the work upon the larger 
problems of the selection and organization of matter and the 
choice of literary form of expression. Diction should now 
be emphasized, pupils being trained to scrutinize their words 
carefully and to choose them critically. Anecdotes and stories 
with simple plots will prove desirable exercise. 

2. Literature. 

Selection as above. 

2. a. Some of the most successful teachers of English intro- 
duce at this time a text-book in English Literature, covering 
the subject during this third year down to the Restoration. If 
this is done the reading of the class should be so chosen as to 
furnish illustration to the text. 

Third Year — Second Semester. 

i. Composition and Rhetoric. 

Composition should be the chief characteristic of the work. 
Themes should be of considerable length, roo to 1200 words, 
and should represent the pupil's best selection and most ef- 
fective organization of his knowledge of the topics and of his 
ideas about it. The study of diction as a means to effective 
expression becomes of increasing importance. 

2. Literature. 

Same as for First Semester. 

Fourth Year — First Semester. 

1. Composition and Rhetoric. 

Teachers should now begin to be able to perceive the 
stylistic tendencies of individual pupils. The work of the 
year should be directed to encourage these tendencies while 
ridding them of undesirable features. The aim should be not 
to have all write alike but to have each one write well in his 
own way. There should be one composition, perhaps an essay 
or short story, of more length than any hitherto undertaken. 

2. Literature. 
Selections as above. 

2 a. If a text in English Literature was not introduced in 
the third year it should be introduced here and the reading 
should be guided by it as far as is possible. 
Fourth Year — Second Semester. 

1. Composition and Rhetoric. 



Exposition and argument with much emphasis on the lat- 
ter.. At least one argument of considerable length developed 
through a brief prepared in consultation with the teacher. The 
subjects chosen should be interesting and within the grasp of 
the student. Local topics are particularly desirable. This 
paper should be a final test of the student's ability to write. 

2. Literature. 

Same as for First Semester. 

The following lists of books are not intended to be complete 
but merely suggestive. There are many others equally as good. 
GENERAL REFERENCE. 

Green — A Short History of the English People Harpers 

Garden — A Student's History of England Longmans 

Thraill — Social England Longmans 

Jasserand — Literary History of the English People Putnam 

B. Ten Brink — History of English Literature Holt & Co. 

Stopford Brooke — History of Early English Literature Macmillan 

Woodberry — Makers of Literature Macmillan 

Halleck — History of English Literature American Book 

Welsh — Development of English Literature and Language 

Scott Foresman 

Painter — Introduction to English Literature Sibley & Co. 

Pancoast — Introduction to English Literature Holt 

Moody and Lovett — History of English Literature Scribners 

Robertson — History of English Literature Harpers 

Scudder — English Literature Globe School Book 

1 aine — History of English Literature Holt 

Simonds — Students' History of English Literature Houghton Mifflin 

Ward — The English Poets Macmillan 

Craik — English Prose Macmillan 

Pancoast — Standard English Poets Holt 

Warner — Literary of the World's Best Literature 

New York International Society 

Clark — A Study of English Prose Writers Scribners 

Clark — A Study of English Poets Scribners 

Gwyn — The Masters of English Literature Macmillan 

Arbo Bates — Talks on the Study of Literature Houghton Mifflin 

Seceombe — Age of Johnson Bell 

Reynolds — Treatment of Nature in English Poetry from Pope to 

Wordsworth University of Chicago Press 

Phelps — Romantic Movement Ginn 

Beers — English Romanticism in the Eighteenth Century Holt 

Symons — Romantic Movement in English Poetry Dutton Co. 

Hereford — Age of Wadsworth Bell 

J. Stuart Blackie — Burns Life Walter Scott Co. 

Hall Caine — Coleridge Walter Scott Co. 

Byron-Noel — English Men of Letters °-eries .- Harpers 






—29— 

Saintsbury — Nineteenth century Literature Harpers 

English Romanticism in the Nineteenth Century Holt 

S'edman — Victorian Poetc Houghton Mifflin 

Brandes — Eminent Authors of the Nineteenth Century T. Y. Crowell 

Baghot — Literary Studies Longman, Green Co. 

Hodgkins — Nineteenth Century Authors D. C. Heath 

Cossee — Modern English Literature '. . .Appleton's 

Garnett — Carlyle's Life . Walter Scott Co. 

Marzials — Dickens' Life Walter Scott Co. 

Oscar Browning — George Eliot, Life Walter Scott Co. 

Wm. Thackeray — Merivale and Marzials Walter Scott Co. 

Scott-Hutton — English Men of Letters Series Harpers 

Ruskin — Meynell Dodd, Mead & Co. 

Stevenson — Margaret Black Scribners 

Hugh Walker — Age of Tennyson Bell 

W. D. Howells — Heroines of Fiction Harpers 

M. E. Wells — Great Characters of Fiction Gardner Button & Co. 

Introduction to English Fiction D. C. Heath 

Bliss Perry — A Study of Prose Fiction Houghton Mifflin 

Stopford' Brook — Tennyson, His Art and Relation to Modern Life... 

Putnam Co. 

Van Dyke — Poetry of Tennyson Scribners 

Alfred Lord Tennyson — Memoir of His Son MacMillan 

F. M. Wilson — Primer on Browning • Macmillan 

Jones — Browning as a Philosophical and Religious Teacher. . .Maclehose 

Wm. Sharp — Browning Walter Scott & Co. 

Arnold — Saintsbury Blackwood 

Edward Dowden — Studies of Literature London 

Mabiel — Backgrounds of Literature Macmillan 

Pancoast — Representative English Literature Holt 

Quart Hope — History of English Poetry Holt 

Lowell — Literary Essay Houghton Mifflin 

Lowell — Among My Books Houghton Mifflin 

Fields — Yesterdays With Authors Houghton Mifflin 

Scudder — Social Ideals in English Literature Houghton Mifflin 

Special Reference Works. 

Garnett — Beowulf Ginn & Co. 

Cook and Tinker — Translations from Old English Poetry. .. .Ginn & Co. 

Sidney Lanier — Boy's Mabinogian Scribners 

Skeat — Student's Chaucer Clarendon Press 

Snell — The --i-ge 01 Chaucer George Bell & Sons, London 

English Wayfaring Life in the Fourteenth Century Putnam 

Skeat — Piers the Plowman Clarendon Press 

Snell — The Age of Transition Geo. Bell & Sons, London 

More — Utopia Pitt Press Series 

Pollard — English Miracle Plays Clarendon Press 

Lodge — Rosalind 

Manly — Specimens of Pre-Sha^espearian Drama Ginn & Co. 

Marlowe's Plays — Mermaid Series . Scribners 



— 3o— 

Seccombe and Allen — Age of Shakespeare Bell 

MacEwan — Frey tag's Technique of the Drama Scott Foresman 

Hudson — Shakespeare, Life, Art and Characters Ginn 

Moulton — Shakespeare as a Dramatic Thinker Macmillan 

Moulton — Shakespeare as a Dramatic Artist Clarendon Press 

Mabie — Wjm. Shakespeare, Poet, Dramatist and Man Macmillan 

Snider — The Shakespearian Drama Sigma Pub. Co., St. Louis 

Richard Grant White — Studies in Shakespeare. ...... .Houghton Mifflin 

Fleming — Shakespeare's Plots Houghton Mifflin 

Winter — Shakespeare on the Stage Moffat, Yard & Co. 

Ten Brink — Five Lectures on Shakespeare Holt 

Corson — Introduction to the Study of Shakespeare. . .D. C. Heath & Co. 

Stopford Brooks — On Ten Plays of Shakespeare Holt 

Stephenson — Shakespeare's London Holt 

Rolf e — Shakespeare the Boy Harpers 

Goldwin Smith — Shakespeare the Man Doubleday Page Co. 

Wm. Shakespeare — A Study in Elizabethan Literature Scribners 

Ben Johnson — The Silent Woman, Mermaid Series Scribners 

(Work of other dramatists of this period are included in Mermaid 

Series of works of old dramatists.) 

Masterman — Age of Milton Bell 

Richard Garnett — Milton's Life Walter Scott Co., London 

Bacon — Essays and Advancement of Learning Macmillan 

Isaac Walton — Complete Angler; Along Dent, London 

"V enables — Bunyan's Life Walter Scott Co., London 

Bunyan — Pilgrim's Progress (Golden Treasury Series MacmillaL 

Richard Garnett — Age of Dryden. Bell 

A. Dennis — Age of People Bell 

Craik — Jonathan Swift, Selections Clarendon Press 

Addison Selections — Golden Treasury Series Macmillan 

A. Ward — Pope, Poetical Works Globe Edition 

History of English Literature in the Eighteenth Century T. S. Perry 

Goose — Eighteenth Century Literature Clarendon Press 

Miller — Mid-Eighteenth Century Literature Scribners 

English Literature and Society in the Eighteenth Century 

Leslie Stephens — English Literature and Society in the Eighteenth 

Century s Putnam 

Thackeray — English Humorists Macmillan 



—3i— 

SOME SUGGESTED BOOKS. 

Among the many books desirable, either as texts or as a 
working library for high school students of English, the fol- 
lowing are suggested. There are many others equally useful. 
No reference is made to editions of English classics, concern- 
ing which teachers seeking information should correspond with 
the leading publishers. 

Text and Reference Books for Pupils. 

Alden— The Art of Debate Holt 

Andrews — Specimens of Discourse Holt 

Baker — The Principles of Argumentation (Revised Edition) Ginn 

Baker — Specimens of Argumentation (Modern) Holt 

Baldwin — Specimens of Prose Narration Holt 

Bates, Arlo — Talks on tne Study of Literature. . .Houghton Mifflin & Co. 

Bates, Arlo — Talks on the "Writing of English Houghton Mifflin 

Brewster — Specimens of Prose Description Holt 

Campbell — Handbook of Synonyms and Prepositions. .. .Lee & Shepherd 

Carpenter — Rhetoric and English Composition Macmillan 

Gardiner, Kittredge and Arnold — Manual of Composition and Rhetoric 

Ginn 

Genung — The Working Principles of Rhetoric Ginn 

Hanson — English Composition Ginn 

Herrick and Damon — Composition and Rhetoric. .Scott, Foresman & Co. 

Hill — 'Beginnings of Rhetoric and Composition American Book Co. 

Hitchcock — Practice Book in English Composition Holt 

Lamont — English Composition for High Schools iScribners 

i^amont — Specimens of Exposition Holt 

Laurie — S. S. Lectures on Language. Macmillan 

Laycock and Spofford — Manual of Argumentation for High Schools... 

Macmillan 

Lewis — Specimens of the Forms of Discourse Holt 

Macdonald's Foundation, English. 

McMurry— How to Study .Houghton, Mifflin & Co. 

Patterson — First Steps in English Composition 

Scott and Denny — Composition Rhetoric Allyn & Bacon 

Scott and Denny — Composition-Literature Allyn & Bacon 

Scott and Denny — Paragraph-Writing .Allyn & Bacon 

Simons — First Year in English for High Schools. .. .Silver Burdett & Co. 

Thomas and Howe — Composition and Rhetoric Longmans 

Thorndyke — The Elements of Rhetoric and Composition Century 

Webster — English Composition and Literature. .Houghton, Mifflin & Co. 

Wendell — English Composition ' Scribners 

Useful Books for Teachers of English. 

Carpenter, Baker and Scott — The Teaching of English Macmillan 

Clark, S. H. — How to Teach Reading Scott, Foresman & Co. 

Chubb — The Teaching of English Macmillan 

Education— "Vol. XXV., No. 1, Sept., ^04. 



—32— 

Hiiisdale — Teaching the Language Arts Appleton 

McMurry — Special 'Methods in the Reading of English Classics....... 

Macmillan 

Report of the Committee of Ten on Secondary Schools Studies 

U. S. Bureau of Education 

Sherman & Reed — The Essentials of Teaching Reading 

University Publishing Co., Lincoln, Neb. 

Spalding — The Principles of Rhetoric Heath 

Thomas — How to Teach English Classics Houghton, Mifflin & Co. 

Welch — Literature in the School Silver Burdett & Co. 

Welch— The Changing Values of English Speech 

PUBLIC SPEAKING. 
A Neglected Field. 

Almost nothing is being clone with this subject in the High 
Schools of the State. Its importance deserves to secure for 
it more attention. A man's ability to stand before an audience 
and give clear, forcible expressions to his thought frequently 
determines his success or failure. The lack of this ability, 
moreover, puts a very great limitation upon the individual's 
usefulness in his profession and in civic life. Many teachers 
would be much better fitted for their positions than they are, 
if the schools had offered them even slight training in this 
direction. 

Place in Curriculum. 

The subject may well be offered as an elective, two hours 
per week, throughout the third and fourth years. Students 
may properly be encouraged to take it in addition to regular 
work. But this arrangement will still leave many to graduate 
without the desired training. There are two remedies, first, 
an added emphasis on this phase of the regular English work. 
Much more could be accomplished in connection with oral 
composition than is now accomplished. The same holds true 
in a limited degree of debates, special reports, etc., in history 
and many other subjects; second making the course a require- 
ment instead of an elective in addition to the regular work. 

Contents of Course. 

i. Exercises in breathing, mechanics of speech and vocal 
culture. 

2. Study and delivery of standard orations. Avoid the 
ornate type. 

3. Writing, memorizing, and delivering original orations. 



—33— 

4. Similar work on standard poems. 

5. Talking from notes on assigned topics that have been 
worked up in the library. 

Aim. 
The aim is not at all to produce elocutionists, but to train 
in fluent, sensible, effective talking. 

SCIENCE. 

Pnysical Geography. 

Botany. 

Zoology. 

Physiology. 

Physics. 

Chemistry. 

Biology. 

Suggestion. 

1. It is urged that no half year courses in any science be 
offered. Teach fewer subjects and those more thoroughly is 
the statement of a needed reform in our entire school system. 

2. This recommendation is also in line with financial econ- 
omy. In small schools, especially, a good equipment and a 
well prepared teacher in two or three sciences are much to 
be preferred to a poor equipment in five or six in some of 
which any teacher is certain to be but half prepared. 

3. In the great and increasing development of technical 
occupations, High School science has a splendid opportunity. 
It is called upon to lay the foundations for that broad, practi- 
cal, and accurate scientific knowledge which many of our mod- 
ern industries demand. 

4. Of course no High School nowadays expects to give 
a course in any science without laboratory work. In gen- 
eral the laboratory and (in some subjects), field exercises — 
should occupy approximately one-half of the time. Simple 
apparatus is usually best and an ingenious teacher with the 
help of his boys, can make much of it. Not infrequently there 
is good opportunity here for practical correlation with the 
manual training department. The school program should be 
so arranged as to allow two consecutive periods for laboratory 
work. 

5. The purpose of the laboratory is not to mystify or amaze 
the students by spectacular performances. Experiments should 
be sufficiently simple to be clearly understood by the student 



—34— 

both as to apparatus, processes and results. If such is not the 
case the experiment is a failure. 

6. Students should not be lead to expect accurate results. 
Perfect results are not obtained even with expensive apparatus 
unless by accident. At the same time it is one of the most 
essential attributes of the scientific attitude, of mind to under- 
stand that even those imperfect results may most perfectly 
verify a principle or law. 

7. Every student should be required to perform every exer- 
cise assigned and to secure, independently, results that are 
acceptable. Grades on the entire laboratory work may well 
be withheld, a grade of "Incomplete," being given until the 
work is done. Such an arrangement is now in force in several 
schools in the state and is everywhere reported to work well. 

PHYSICAL GEOGRAPHY. 

Suggestion. 

1. In many ways this subject forms an excellent introduc- 
tion to the general field covered by High School science. The 
competent teacher will introduce simple experiments from 
Physics, Chemistry, and Biology. 

2. Since the laboratory side of this subject is less thor- 
oughly developed than is that of any other science the follow- 
ing list of desirable equipment may be acceptable to many 
teachers. 

1. Specimens of rocks and minerals. 

2. Sheets for your locality and for typical regions from 

the United States Geological Survey Map. 

3. Collection of rocks and minerals of your own vicin- 

ity. 

4. Lantern slides, views of typical regions, formations 

and agencies. 

5. Wall maps for Physical Geography. 

6. Compass. 

7. - Meter sticks. 

8. Thermometers. 

9. Barometers (mercurial). 

10. Magnets. 

11. Sunboard. 

12. Spherical blackboard. 



—35— 

13- A good globe. 

14. Daily weather charts. 

To These Might Be Added. 

15. A soil thermometer. 

16. An aneroid barometer. 

17. A U. S. Weather Bureau rain gauge. 

18. An anemometer. 

19. A barograph. 

Such a list of course could be indefinitely extended, but the 
above apparatus, especially the first fourteen articles will fur- 
nish a very effective working equipment for the average school. 

The teachers will find useful, "The Use of Government Maps 
in Schools," Henry Holt & Company. 

3. Physical Geography is preeminently an outdoor subject. 
Field trips, especially in a region so rich in physiographic ma- 
terials as most parts of Montana, should be-extremely valuable. 
They must be skillfully handled, however, especially with large 
classes, to prevent them from degenerating into picnics. Such 
trips should later always be made the subject of a class exer- 
cise of some sort. 

BOTANY. 

1. Recent years have seen a reaction against the detached, 
theoretical and excessively microscopic type of Botany teach- 
ing in the High School. It is a part of the general reaction 
against College domination in High School teaching. 

2. The best thought among botany teachers at present 
seems to emphasize: (1) Plant physiology with special refer- 
ence to plants that are of economic importance especially in 
the locality; (2) Unity of the plant world from the lowest to 
the highest form ;. (3) Systematic field work in ecology when- 
ever possible. 

3. Sexual reproduction should be as fully and frankly treat- 
ed as is vegetative. 

4. The making of an indiscriminate herbarium is not re- 
garded as time well spent. For students who have the time 
and the inclination to make a collection of some sort, it is 
recommended that their herbarium represent some distinct idea 
in plant association or of representation of plant types, etc. 

5. For schools maintaining a course in Agriculture there is 



-36- 

opportunity for very profitable correlation of courses. It is 
believed that a course in Botany taught so as to render it 
agriculturally profitable need not lose one particle of its gen- 
eral educational value. Likewise in horticultural sections of 
the state, the emphasis should be placed upon fruit plants. 

6. On account of the late springs and early falls of Mon- 
tana it is difficult to follow any text. The teacher must study 
the conditions of his own locality and adapt the course to 
them. Some ingenuity must be exercised to secure an arrange- 
ment at once logical and seasonal. For instance, the study 
of seeds naturally follows that of flowers, but for obvious rea- 
sons should be taken up in winter and flowers postponed until 
spring. In general ecological phases of the subject should be 
emphasized spring and fall physiological and morphological in 
the winter. 

7. The subject should be made human by keeping constant- 
ly in evidence the relation to man and his welfare of the facts 
brought out. Practical bacteriology and forestry should re- 
ceive notice. 

8. The notebooks should be a correct and complete state- 
ment of the laboratory work. Neatness, accuracy and good 
English should be required. 

ZOOLOGY. 

Suggestion. 

1. The compound microscope should not absorb too much 
time in Zoology. Animal life in its larger and particularly in its 
economic aspects is of more importance than a study of 
microscopic forms and structures. This does not mean that 
the microscope is not to be used but that its use is to be care- 
fully limited. 

2. The grasshopper is a good insect with which to begin 
in the fall. The laboratory work may be continued by the use 
of the frog, fish, bird, protozoan, mammal, reptile, crayfish, 
clam or. other mussel, earthworm and hydra. 

3. The general natural history — including external struc- 
tures in relation to adaptations, life histories, geographical 
range, relations of the types studied to other animals and to 
plants. Exercises in the practical classification of animals. 
General plan of • internal structure. Comparison of general 



—37— 

life processes in plants and animals. Very general but very 
candid treatment of sexual reproduction of some of the lower 
forms. The prominent similarities which suggest evolution. 
Some evidences of the struggle for existence, adaptations to 
environment, etc., should be noted. No attempt to present the 
scientific theory of evolution should be made. The class should 
gain some idea of the great discoveries and "careers of such 
men as Darwin, Huxley, Pasteur and Agassiz. 

4. The note books should furnish an accurate survey of the 
laboratory and field work, with drawings, some of which should 
be made under the compound microscope. Emphasis should 
be placed upon neatness, accuracy of observation and the cor- 
rect use of English. 

PHYSIOLOGY. 

Suggestion. 

1. This subject, for evident reasons, is of primary impor- 
tance. For reasons not quite so evident it is almost wholly 
neglected in our High Schools. The emphasis which has long 
been placed upon anatomy and histology should be shifted to 
hygiene and sanitation and these should be treated both from 
the public and from the private view point. 

2. When this change is made students will at once appre- 
ciate the practical value of the subject. It will cease to be 
academic and theoretical but will become intensely human, 
appealing to the strongest instincts of students of high school 
age. 

3. All that has been said about laboratory work and note 
books under Botany and Zoology applies here. 

Following are some typical suggestions as to the direction 
the course should take. 

1. Brief consideration of human anatomy. 

If students have previously had a course in Zoology or 
Biology, some further evidences" of the evolutionary theory 
may well be pointed out. 

2. Elementary study of cells, with more emphasis on func- 
tion than on structure. 

3. Food and food values. 

5. Prevention and treatment of common diseases. Patent 
medicines. 



—38— 

BIOLOGY. 

i. "The syllabus for Secondary Schools" of the New York 
State Education Department for 1910 thus sums up the aims of 
a High School course in Biology in the ninth grade. 

(1) To give to boys and girls first hand-knowledge of 

some common plants and animals. 

(2) To lead them to some understanding of the essen- 

tial functions carried on by living things. 

(3) To teach them something of the enormous economic 

importance to men of plant and animal products, 
and the necessity of conserving the biological re- 
sources of our country. 

(4) To emphasize especially the essential conditions of 

individual and public health in city and state. 
2. To give such a course with adequate results there must 
be good equipment and above all a thoroughly prepared 
teacher. If schools can not offer courses in all the biologic 
sciences, it is recommended that they concentrate on this and 
present it adequately. 

PHYSICS. 

Suggestions. 

1. There is a wide difference of opinion on the question 
whether Physics should be required of all High School stu- 
dents and whether it should be taught in the third or fourth 
year. The tendency seems now to be in favor of the third. 
Certainly no student should be allowed to graduate without at 
least one year's work in science. Whether this should be in 
Physical or Biological science, is the real question at issue. 
It is recommended that neither one be absolutely required of 
all students but that every student be required to elect one or 
the other. Students should be encouraged to take both. 

2. Of course Physics will be required of all students look- 
ing to engineering. 

3. High School Physics suffered for many years by the 
introduction into its teaching of university methods and ideals 
and even of abridged university text-books. The subject was 
over-technical, too theoretical and bristled with mathematics 
beyond the knowledge of High School students. Few teach- 
ers now adhere, however, to that condition. The subject has 



—39— 

been rendered more human by the introduction of illustrations 
and applications drawn from scientific history and from real 
life. 

List of Experiments. 
MECHANICS— 

1. Weight of unit volume of a substance, prism or cylinder. 

2. Principle of Archimedes. 

3. Specific gravity of a solid body that will sink in water. 

4. Specific gravity of a liquid; two methods (bottle and displace- 

men: methods.) 

5. Specific gravity of a liquid by balancing columns. 

6. Boyle's Law. 

7. Density of air. 

8. Hooke's Law. 

9. Strength of materials. 

10. The straight lever, principle of moments. 

11. Centre of gravity and weight of a lever. 

12. x arallelogram of forces. 

13. Four forces at right angles in one plane. 

14. coefficient of friction between solid bodies — on level and by slid- 

ing on an incline. 

15. Efficiency test of some elementary machine either pulley, incline 

plane, or wheel and axle. 

16. Laws of the pendulum. 

17. Laws of accelerated motion. 
HEAT— 

18. The mercury thermometer: Relation between pressure of steam 

and its temperature. 

19. Linear expansion of a solid. 

20. Increase of pressure of a gas heated at constant volume; or 

21. Increase of volume of a gas heated at constant pressure. 

22. Heat of fusion of ice. 

23. Cooling curve through change of state (during solidification). 

24. Heat of vaporization of water. 

25. Determination of the dew point. 

26. Specific heat of a solid. 
SOUND— 

27. Velocity of sound. 

28. Wave length of sound. 

29. Number of vibrations of a tuning fork. 
LIGHT— 

30. Use of photometer. 

31. Images in a plane mirror. 

32. Images formed by a convex mirror. 

33. Images formed by a concave mirror. 

34. Index of refraction of glass; 

Or, 

35. Index of refraction of water. 



36. Focal length, and conjugate foci of a converging lens. 

37. Shape and size of a real image formed by a lens. 

38. Magnifying power of a lens. 

39. Construction of model of telescope or .compound microscope. 

MAGNETISM AND ELECTRICITY— 

40. Study of magnetic field. 

41. Magnetic induction. 

42. Study of a single fluid voltaic cell. 

43. Study of a two-fluid voltaic cell. 

44. Magnetic effect of an electric current. 

45. Electrolysis. 

46. Laws of electrical resistance of wires: Various lengths cross 

section and in parallel. 

47. Resistance measured by volt-ammeter method. 

48. Resistance measured by Wheatstone's bridge. 

49. Battery resistance — combination of cells. 

50. Study of induced currents. 

51. Power or efficiency test of a small electric motor. 

Every successful teacher will modify these according- to 
locality to bring them as far as possible within the experience 
of his pupils. 

4. In addition to general suggestions already given as to 
laboratory work and -notebooks the following are perhaps worth 
while : 

1. The purpose of every experiment should be clearly 

stated. 

2. There should be a brief description of the experiment. 

Illustrative drawings should be purely illustrative, 
not ornamental. 

3. Numerical data should be neatly tabulated. 

4. Statements of reasoning and conclusions should be 

brief, clear, logical, after the models of geometry. 

5. In order that the teacher may be certain of the inde- 
pendent character of the work note books should rarely or 
never be taken from the laboratory. 

6. The following list of topics for a course in Physics is 
that adopted by the North Central Association of Colleges and 
Secondary Schools to which would now have to be added the 
wave theory of electricity and its applications: 

1. Weight, center of gravity. 

2. Density. 

3. Parallelogram of force. 

4. Atmospheric pressure; barometer. 

5. Boyle's law. 



—4i— 

6. Pressure due to gravity in liquids with a free surface; varying 

depth, density, and shape of vessel. 

7. Buoyancy; Archimedes', Principle. 

8. Pascal's law, hydraulic press. 

9. Work as force times distance and its measurement in foot, 

pounds and gram-centimeters. 

10. Energy measured by work. 

11. Law of machines, work obtained not greater than work put 

in; efficiency. 

12. Inclined plane. 

13. Pulleys, wheel and axle. 

14. Measurement of moments by the product of force times arm; 

levers. 

15. Thermometers; Fahrenheit and centigrade scales. 

16. Heat quantity and its measurements in gramcalories. 

17. Specific heat. 

18. Evaporation; heat of vaporization of water. 

19. Dew point; clouds and rain. 

20. Fusion and solidification; heat of fusion. 

21. Heat transference; conduction and convection. 

22. Qualitative description of the transfer of energy by waves. 

23. Wave length and period of waves. 

24. Sound originates at a vibrating body and is transmitted by waves 

in air. 

25. Pitch and period of sound. 

26. Relation between the wave length of a tone and the length of 

a string or organ pipe. 

27. Resonance. 

28. Beats. 

29. Rectilinear propagation of light; pin-hole cameras. 

30. Reflect-on and its laws; image in a plane mirror. 

31. Refraction and its use in lenses; the eye; the camera. 

32. Prisms and dispersion. 

33. Velocity of ..ght, 

34. Magnetic attractions and repulsions. 

35. Field of force about a magnet. 

36. The earth a magnet; compass. 

37. Electricity by friction. 

38. Conductors and insulators. 

39. Simple galvanic cell. 

40. Electrolysis; definition of the amperes. 

41. Heating effects; resistance; definition of the ohm. 

42. Ohm's law; definition of the volt. 

43. Magnetic field about a current. 

44. Electromagnetic induction. 

45. Simple alternating current dynamo of one loop. 

46. Electromagnetic induction by breaking a circuit; primary and 

secondary. 

47. Conservation of energy. 

48. Wave theory. 



—42— 

Numerous excellent laboratory manuals are published. 
From them teachers may receive much helpful information as 
to laboratory equipment and experiments. Hot and cold 
water, gas and electricity should be available in the laboratory 
if in any way possible. Schools in towns where there is no 
gas supply may remedy the defect by installing a gas plant 
of their own. These plants are not excessively expensive 
when one considers the waste, inconvenience, and danger* of 
alcohol lamps. The one manufactured by the Matthews Gas 
Machine Company of Chicago is giving satisfaction in the state 

CHEMISTRY. 
Suggestions. 

1. This subject, the most highly specialized and technical 
of all the High School Sciences, should be taught in the Senior 
year and offered only when good laboratory equipment can 
be had. 

2. For satisfactory laboratory work, water is the first es- 
sential hot and cold, if possible, while gas and electricity fol- 
low closely. Alcohol lamps are a poor substitute for gas. 

3. With the introduction of Agriculture and Domestic Science 
into our schools has come the need of furnishing instruction 
in the chemical phase of those subjects. Most schools do not 
feel able to establish separate and partially duplicate courses 
and thus has arisen the problem of how to modify the regular 
course in chemistry so as at once to meet the demands of the 
colleges, and the needs of agriculture and of cooking. The 
problem is by no means a simple one and any general sug- 
gestion that may be made will fail unless the individual teacher 
applies time, patience, and much study to his particular situa- 
tion. 

Mr. George B. Aiton, inspector of High Schools for Minne- 
sota, recommends, that about Thanksgiving the class in Chem- 
istry be divided into two divisions one composed of girls to 
take up the question of sanitation and foods ; the other com- 
posed of boys to study agricultural chemistry. These sections 
might recite every other day with laboratory days intervening. 
In the spring these sections might be reunited for further 
work in chemical theorv. 



—43— 

The objection to such an arrangement will arise from two 
causes : 

i. Cooking and the study of soils are usually taught within 
the first two years of the High School course, while Chem- 
istry is invariably and for good reasons, taught within the 
last two. This means that students in Cooking and Agricul- 
ture must take their Chemistry with students much more 
mature or that thev must take it one or two years after the 
completion of the course to which it is supposed to relate. 
Both alternatives are bad. (2) Strictly college preparatory 
students, especially those looking toward technical industrial 
or engineering work do not desire to have the applications and 
illustrations of their chemical theory drawn from cooking and 
agriculture. Other industrial fields are much more important 
for them. Xo means for avoiding these difficulties has been 
suggested. It therefore seems best, unless the exigencies of 
the school require it. that no attempt be made to unite these 
diverse and conflicting demands but that the requisite Chem- 
istry for each course be taught separately. 

4. Most of what has previously been said with reference 
to laboratory work in other sciences may be applied here. 

5. The chief thing to be avoided is making the work too 
technical and theoretical. Chemical theory is so unstable that 
it forms very unsatisfactory material for the consideration of 
High School students. Only the absolute essentials of the 
theory should be taught, but much time spent upon applied 
chemistry. 

HISTORY. 

Subdivisions. 
1. The High School courses in History as commonly ar- 
ranged are as follows : 

First Year — Greek and Roman History. 
Second Year — Medieval and Modern History. 
Third Year — English History. 
Fourth Year — American History and Civics. 

Alternative Arrangement. 
First Year — Greek and Roman History. 
Second Year — English History with strong emphasis on 
English relations to Western Europe. 



—44— 

Third Year — American History. 

Fourth Year — Civil Government of the United States 
with considerable attention to elementary econo- 
mics and sociology. 
2. These arrangements probably cannot be improved upon 
for the large school. For the smaller school several modifica- 
tions may be suggested. 

1. The second and third year courses may be alternated. 

2. In schools where even with this alternation, it still 

seems unwise, to attempt four courses in History, 
the following arrangement is recommended: For 
the first year ; eight to twelve weeks devoted to 
Ancient History and the balance of the year to 
English History to be followed by American His- 
tory and Civics in the fourth year. 

3. The attempt to cover the whole historical field by 

a course in General History does not meet with 

approval. 
The hardest problem of the course probably arises in the 
Senior year when the attempt is made to cover the entire field 
of American History and Government. It seems to be the 
almost universal experience of High School history teachers 
that the eighth grade work in those subjects has well nigh 
vanished from the minds of the twelfth grade students. It 
cannot be depended upon to furnish a basis for any material 
relief. The only practical suggestion looking to the lighten- 
ing of this year's work that has come to notice is that in the 
course in English History, sufficient emphasis be given to its 
American aspects up to the end of the Colonial Period, 1760, 
so that in the course in American History, it will be possible 
to dismiss that much of the subject after a brief review. The 
review should be of such nature as to enable the students to 
obtain a clear understanding of the causes of the Revolution, 
and of the problems confronting- the Colonists thereafter. It 
is hoped that texts based upon this suggestion will soon ap- 
pear. Of course this difficulty does not arise in the second 
arrangement suggested above. 

General Suggestion. 
The aim of all history teaching should be not the memoriz- 
ing of a category of facts, but the development of the social 



—45— 

sense, the ability better to understand the institutions and life 
of the modern world and better to find one's place in it. 

"History may be said to put the third dimension into the field of 
knowledge. It gives it depth, by extending it backward in time, which 
is a liberalizing effect. In relation to the other subjects, history is 
chiefly preparatory. Language, literature, art, and philosophy and cer- 
tain aspects even of science, cannot be fully understood without history. 
But the chief value of history is the social. Says Dewey: 

" 'The evils 'of the present industrial and political situation, on the 
ethical side are not due so much to actual perverseness on the part of 
the individuals concerned, nor to mere ignorance of what constitutes 
the ordinary virtues (.such as honesty, industry, purity, etc.) as to the 
inability to appreciate the social environment in which we live. It is 
tremendously complex and confused. Only a mind trained to grasp 
social situations and to reduce them to their simpler and typical ele- 
ments, can get sufficient hold on the realities of this life to see what 
sort of action, critical and constructive, it really demands. Most peo- 
pleare left at the mercy of tradition, impulse, or the appeals of those 
who have special and class interests to serve. In relation to this highly 
complicated social environment, training for citizenship is formal and 
nominal unless -t develops the power of observation, analysis, and the 
agencies through which it is modified. Because history rightly taught 
is the chiet instrumentality for accomplishing this, it has an ultimate 
ethical value. 

" 'History gives social insight by revealing both the genesis and 
structure of the social order and the conditions of social advance. Pres- 
ent social life is so complex that its elements cannot be grasped when 
approached directly. These elements must be approached historically, 
and traced from their inception, if their real significnce is to be appre- 
ciated. From Greece we get the significance of art and individual 
iniative, from Rome the principles of political organization, from Pales- 
tine the heart of our moral and religious life, and from the Middle 
Ages many minor customs and practices. Anthropology wbich may 
be regarded as a phase of history, carries this analysis still farther 
back, giving us the initial development of the very elements of civili- 
zation. 

The conditions of social progress can be apprehended directly still 
less. Although the causes of advances and retrogressions are complex, 
they may in measure be ferreted out and made available for the pres- 
ent and the future. Types of the influences involved here are the atti- 
tude toward individual initiative: toward freedom of the press, speech, 
belief; toward civic and personal righteousness: and the effeetion of 
inventions, of international commerce, and of the dissemination of 
education. Nations, like individuals, must live according to the prin- 
ciples of enlightenment, and justice, and both this fact and the princi- 
ples involved can be appreciated fully only through the study of 
history.' " 

— Ruediger, Principles of Education. 



-46- 

However, teachers must not come to despise facts. An ac- 
curate and sufficiently extensive knowledge of them is an es- 
sential means to the desired end. Even dates must be mem- 
orized in sufficient numbers to furnish a working outline of 
the subject. But the facts must be so employed as to make the 
subject a thoroughly rational one, inducing pupils to weigh 
evidence and draw conclusions. W. E. H. Lecky said : 

"History is one of the best schools for that kind of 
reasoning which is most useful in practical life." 

How many teachers make it so? 

The emphasis should be placed upon political, social and 
economic development. Very ■ little time should be given to 
purely military affairs. Ethical and patriotic lessons should 
be unavoidable by-products of the teaching of history. They 
should not be dragged in by force like the moral in a fable. 

Every visual aid which the teacher, can employ from the 
illustrations in the texts up to a judicious use of the sources 
adds effectiveness to the instruction. A constant reference 
to geography is one of the most effective aids. Map drawing 
should be included in every course. Outline maps are recom- 
mended, saving much time for both students and teachers. 
Such maps may be obtained from McKinley Publishing Com- 
pany, Germantown Avenue, Philadelphia, Atkinson, Mentzer 
and Grover, Chicago, and elsewhere. 

If the school is provided with a stereopticon, especially 
of the new reflecting type, it can be made a most valuable aid 
to the history teacher. 

GREEK AND ROMAN HISTORY. 
Suggestions. 

This course, coming as it does in the ninth grade, furnishes 
the student his first introduction to the study of peoples far 
distant in time and place. It is therefore peculiarly important 
and peculiarly difficult. In the hands of an inexpert teacher, 
it is likely to sicken pupils of the whole subject. Great pains 
must be taken to create clear and correct mental images of 
ancient life. Pupils in possession of such images will be 
interested. To this end, maps, pictures, guide-books, stere- 
opticon slides and other illustrative material, should be used in 
abundance. 



—47— 

The subject will introduce to the ai'erage ninth grader a 
vocabulary containing a very large percentage of new words 
and phrases. Teachers should take great pains in assigning 
lessons to see that words in the following day's work are 
understood. In fact the course in Ancient History presents 
almost innumerable difficulties to the High School teacher, a 
condition to which successful teachers are keenly alive. 

Outline of Course. 

First Semester. 

1. The Nile — Tigris and Euphrates valleys. 

2. Hellenic development to 750 B. C. 

3. Tendencies in Greece to the Persian Wars. 

4. Foreign Wars of 479 B. C. 

5. Athenian supremacy 479-431 B. C. 

6. Internal discensions; rise of Macedonia, 461-362 B. C. 

7. Alexander and the Hellenistic Movement, 336-146 B. C. 

Second Semester. 

1. Rome from the foundation of the city to its supremacy in Italy. 

753-264 B. C. 

2. The Conquest of the Mediterranean region. 264-133 B. C. 

3. Republic overthrown; monarchy established, 133-31 B.' C. 

4. The Roman world under the empire. 31 B. C. 375 A. D. 

5. The coming of the Teutons and the foundations of medieval 

Europe. 367 to 800 A. D. 

REFERENCE BOOKS IN ANCIENT HISTORY. 

For the following list of books on this subject, than which 
it would be difficult to find one better suited to the needs of 
the high school, we are indebted to the list of books published 
by the Oregon Library Commission, 1907. 

Abbott, Evelyn — History of Greece. 3 Vols Putnam 

Abbott, Evelyn — Pericles and the Golden Age of Athens Putnam 

Abbott, Evelyn — History and description of Roman Institutions. .. .Ginn 

Botsfora, G. W. — History of the Orient and Greece Macmillan 

Botsford, G. W. — Ancient History for Beginners 

Botsfora & Botsford — L. S. Story of Rome as Greeks and Romans 

Tell It Macmillan 

Bury, J. B. — History of Greece to the death of Alexander the Great. 

'. . Macmillan 

Church, A. u. — Roman Life in the Days of Cicero Macmillan 

Church, A. J. — Stories of the East from Herodotus Dodd 

Davidson, J. L. — Strachan. Cicero and the Fall oi the Roman Re- 
public Putnam 

Day, Edward — The Social Life of the Hebrews Scribner 

Dill. Samuel — Roman Society m the Last Century of the Western 

Empire Macmillan 



- 4 8- 

Firth, J. B. — Augustus Caesar Putnam 

Fling, F. M. — Source Book of Greek History Heath 

Fowler, W. W. — The City State of the Greeks and Romans. . .Macmillan 
Fowler, W. W. — Julius Caesar and the Foundation of the Roman Im- 
perial System Putnam 

Goodspeed, G. S. — A History of the Ancient World Scribner 

Goodspeed, G. S. — History of the Babylonians and Assyrians. .. .Scribner 

Gow, James — A Companion to School Classics Macmillan 

Greenridge, A. H. J. — A Handbook of Greek Constitutional History 

! - Macmillan 

Gulick, C. B. — Life of the Anient Greeks, With Special Reference 

to Athens Appleton 

Harper's Dictionary of Classical Literature and Antiquities; Ed. by 

H. T. Peck American Book Co. 

Hoernes, Moriz — Primitive Man Macmillan 

How and Leigh — History of Rome Longmans 

Inge, W. R. — Society in Rome Under the Caesars Scribner 

johnston, W. H. — Private Life of the Romans Scott 

Lord, J. K. — Atlas of the Geography and History of the Ancient 

World Sanborn 

Mahaffay, J. P. — Old Greek Life American Book Co. 

Mahaffay, J. P. — The Story of Alexander's Emipre .Putnam 

Maspero, G. C. C. — Life in Ancient Egypt and Assyria Appleton 

Morris, W. O. — Hannibal, Soldier, Statesman, Patriot; and the Crisis 

of the Struggle Between Carthage and Rome Putnam 

Munro, D. C. — Source, Book of Roman History Heath 

Pelham, H. F. — Outlines of Roman History Putnam 

Plutarch — Lives. 2 Vols Burt 

Seignobos, Charles — History of Ancient Civilization, Translated and 

Edited by A. H. Wilde Scribner 

Shuckburg, E. S. — Short History of the Greeks Cambridge 

Tozer, H. F. — Classical Geography American Book Co. 

Wendel, F. C. H. — History of Egypt American Book Co. 

West, W. M. — Ancient History to the Death of Charlemagne Allyn 

Wheelei, B. U. — Alexander the Great Putnam 

Wolfson, A. M. — Essentials in Ancient History; from the earliest 

records to Charlemagne American Book Co. 

Translations: 

Plutarch's Lives. 

Livy. 

Odyssey & Iliad. 



—49— 

MODERN AND MEDIEVAL HISTORY. 

This course presents more difficulties from the standpoint 
of content than any other. The great purpose of the course 
is to show how the modern world was evolved from the an- 
cient; to trace modern institutions from their origins in the 
ancient or medieval world. The emphasis should be placed 
upon the modern field. 

Outline of Course. 
First Semester. 

1. A brief review cf the contributions made to civilization by the 
Hebrews, Greeks and Romans. What the medieval world started with. 

2. The settlements of the Teutons in western Europe and the 
origin of the great modern states. 

3. The church, its origin, and growth as a spiritual and temporal 
power; its influence and the decline of its political authority. 

4. Feudalism; origin, development and decline. 

5. The Crusades, Renaissance, Beginnings of Protestant Reforma- 
tion. 

Second Semester. 

1. The Reformation. 

2. English Revolution of the 17th century, 

3. The growth of the consolidated monarchy at the expense of 
feudalism in France. 

4. England as a colonizing power. 1497-1763. 

5. The balance of power. Rise o± Russia and Prussia. 

6. The French Revolution. 

7. Unification of Italy and Germany. 

8. Growth of Constitutionalism. 

9. The near east and the far west. 

10. Recent events in Persia and China; their significance. 

LISTS OF BOOKS ON MODERN AND MEDIEVAL HISTORY. 

Adams, C. B. — Civilization During the Middle Ages Scribner 

Adams, C. B. — European History Macmillan 

Adams, C. B. — Growth of the French Nation Macmillan 

Andrews, C. M. — Historical Development of Mcdern Europe Putnam 

Archer & Kingford — The Crusades Putnam 

Bryce, James — Holy Roman Empire Macniillan 

Cunningham, William — An Essay on Western Civilization in Its 

Economic Aspects; Medieval and Modern Times Cambridge 

Davis, H. W. C, — Charlemagne American Book Co. 

Eginhard — Life of Charlemagne American Book Co. 

Emerton, Ephraim — Introduction to tne Study of the Middle Ages..Ginn 

Fisher, G. C. — Outlines of Universal History American Book Co. 

Fournier, August — Napoleon the First; Edited by E. G. Bourne Holt 

Fyffe, C. A.— History of Modern Europe Holt 

Gardiner, Mrs. B. M. C— French Revolution Longmans 

Guerber, H. L. — Legends of the Middle Ages American Book Co. 



Harding, S. B. — Essentials in Medieval and Modern History 

American Book Co. 

Hassall, Arthur — The French People Appleton 

Haydn, J. T. — Dictionary of dates and universal information relating 
to all ages and nations, containing the history of the world to 

the end of 1903 Putnam 

Headlam, J. W. — Bismarck and the Foundation of the German Empire. 

Henderson, B. F. — Short History of Germany Macmillan 

Hume, M. A. S — Modern Spain. 1788-1898 Putnam 

Hume, M. A. S. — Spain, Its Greatness and Decay. 1479-1788. .. .Putnam 

Irving, Washington — Chronicle of the Conquest of Granada Putnam 

Johnson, A. H. — Normans in Europe Longmans 

Labberton, R. H — Historical Atlas, 3800 B. C. to 1900 A. D Silver 

Larned, J. N. — History for Ready Reference Nichols 

Lodge, Richard — Close of the Middle Ages. 1273-1494 Macmillan 

Longman, F. W. — Frederick the Great and the Seven Year's War.. 

Longmans 

Lowell, E. J. — Eve of the French Revolution Houghton 

Mohammed — Speeches and Table Talk of Mohammed; Edited by 

Stanley Lane-Poole Macmillan 

Motley, J. L. — Peter the Great Maynard 

Motley, J. L. — Rise of the Dutch Republic Crowell 

Munro, D. C. — History of the Middle Ages Appleton 

uman, C. W. C. — The Dark Ages Macmillan 

Orsi, Pierto — Modern Italy, 1748-1898 Putnam 

Ploetz, Carl — Epitome of Ancient, Medieval and Modern History... 

Houghton 

Lane-Poole Stanley — Moors in Spain Putnam 

Lane-Poole Stanley — Saladin and the Fall of the Kingdom of Jerusa- 
lem Putnam 

Putzger, F. W. — Historischer Schul Atlas zur Altem Mittleren und 

Neuen Gesichten. Revised Edition Lemck 

Robinson, J. H. — Introduction to the History of Western Europe. . .Ginn 

Robinson, J. H. — Readings in European History Ginn 

Rose, J. H. — Revolutionary and Napoleonic Era, 1789-1815. .. .Cambridge 

Sedgwick, H. D. Jr. — Short History or Italy. . : Houghton 

Seebohm, Frederic — The Era of the Protestant Revolution. .. .Longmans 

Symonds, J. A. — Short History of the Renaissance in Italy Holt 

Thatcher and McNeal — A Source-Book of Medieval History. ... Scribner 



ENGLISH HISTORY. 

I. It is impossible without going more into detail than the 
limits of this pamphlet permit, to offer an outline of the field 
of English History, which would be applicable to all the var- 
ious suggestions made above with reference to that subject. 
A very general outline as in the other sources is therefore 
offered and individual teachers are left to make their own 
adaptations. 

Outline of Course. 

1. Celtic and Roman Britian to 449 A. D. 

2. Saxon England to 1066. 

3. Norman England to 1154. 

4. England under the Plantagenets to 1485. 

5. England under the Tudors to 1603. 

6. The Stuarts, the Revolution and American Colonization, 1603- 
1688. 

7. constitutionalism and Colonial Expansion. Relation with Amer- 
ican Colonization, 1688-1820. 

8. Imperialism, 1820 — 

9. Growth of the Democratic Spirit. 

LIST OF REFERENCE BOOKS ON ENGLISH HISTORY. 

Andrews, C. M. — History of England Allyn 

Beteson, Mary — Medieval England Putnam 

Beard, C. A. — An Introduction to the English Historians 

Besant, Sir Walter — Story of King Alfred Appleton 

Bolton, Mrs. S. K. — Famous English Statesmen of Queen Victoria's 

Reign Crowell 

Bryce, James — William Ewart Gladstone Century 

Cheyney, E. P. — An Introduction to the Industrial and Social His- 
tory of England Macmillan 

Cheyney, E. P. — A Short History of England Macmillan 

Cheyney, E. P. — Readings in English History Ginn 

Colby, E. — Selections from the Sources of English History. .. .Longmans 
Firth, C. H. — Oliver Cromwell and the Rule of the Puritans in England. 

Freeman, E. A. — William the Conquerer Macmillan 

Froude, J. A. — English Seamen in the Sixteenth Century Scribner 

Gardiner, S. R.— Atlas of English History Longmans 

Gardiner, S. R. — First Two Stuarts and the Puritan Revolution, 

1603-60 Longmans 

Gardiner, S. R. — Student's History of England irom tlie Earliest 

Times to 1885 Longmans 

Green, J. R. — Short History of the English People. . .American Book Co. 
Green, W. D. — William Pitt, Earl of Chatham and the Growth and 

Division of the British Empire Putnam 

Harrison, Frederic — Oliver Cromwell Macmillan 

Hooper, George — Wellington Macmillan 

Johnston and Spencer— Ireland's Story Houghton 



Kendall, E. K. — Source Book of English History Macmillan 

Lamed, J. M. — History of England Houghton 

McCarthy, Justin — British Political Portraits....... Macmillan 

McCarthy, Justin — Epoch of Reform, 1830-1850 Longmans 

McCarthy, Justin — Story of the People in England in the Nineteenth 

Century. 2 Vols Putnam 

Moberly, C. E. — The early Tudors Longmans 

Morley, John — Walpole Macmillan 

Oman, C. W. C. — England in the Nineteenth Century Longmans 

Plummer, Charles — The Life and Times of Alfred the Great 

Reich, Emil — New Student's Atlas of English History Macmillan 

Rose, J. H. — The Rise and Growth of Democracy in England. .. . Duffield 

Seelye, Sir J. R. — Expansion in England Little 

Stubbs, William — The Early Plantagenets Longmans 

Synge, M. B. — A Short Story of Social Life in England 

Trail, H. D— William III. Conqueror 

Walker, A. P. — Essentials in Engash History American Book Co. 

Woodward, W. H. — Short History of the Expansion of the British 

Empire Cambridge 

Wrong, G. M. — The British Nation Appleton 

AMERICAN HISTORY AND CIVICS. 

i. No attempt is made to divide the work by semesters. 

2. In any High School course in History which is so plan- 
ned as to require American History and Civics to be given in 
a single year, the preceding course, whether in English or in 
general Medieval and Modern History, should have been so 
handled as to make it possible to cover the periods of Ameri- 
can discovery and colonization by means of a brief review. 

3. It is the belief of this department that there should be 
no formal division between the work in civics and in history 
in these courses ; that instead of teaching, say a half year of 
each, the two should be regarded as one subject, treating the 
origin and development of our political system in their proper 
historical setting. Many teachers, however, will prefer to han- 
dle the subjects separately. In that case about three-fifths of 
the time should be given to history and two-fifths to civics. 
The work in the text books in High School civics should be 
supplemented by a study of local civics under the teacher's 
careful direction. The aim is not to teach political statistics 
but to produce good citizens, intelligently and sincerely devot- 
ed to what is right in government. 

4. There is probably a tendency among High School teach- 
ers of United States History to devote a disproportionate 



—53— 

amount of time to the "'critical period - ' and to matters affect- 
ing slavery. Our traditional point of view, of course, favors 
such a result. But it seems now time for us 'to realize that the 
period from 1865 down is really of prime importance inasmuch 
as most of the great issues of today have had if not their 
origins, at any rate their chief acceleration since that time. 

5. In case it is possible to devote an entire year to U. S. 
History alone, the result should prove \ T ery satisfactory. It 
should be possible to use some such substantial text as Chan- 
nings, Student's History and to do much outside work. 

6. Likewise a whole year devoted to Civics in the hands of 
a skillful and well prepared teacher, should be as valuable as 
any year's work which can be done in the High School. Such 
a book as A. B. Hart's Actual Government suggests the 
ground which the course should cover. 

7. Many history teachers need to be reminded that history 
is still in the making. No opportunity should be lost to con- 
nect past events with present conditions ; students should be 
encouraged to look for such relationships and to follow out 
their course. The work in Modern, in English and in Ameri- 
can History should be so planned as to leave opportunity for 
the study of contemporary conditions, events and tendencies. 
They should leave the pupil in touch with things as they are 
now, not as they were ten or twenty years ago. 

Of course to accomplish this result the teacher must keep 
himself well informed and the school should itself subscribe 
to such reviews as the Literary Digest, Outlook, Review of 
Reviews, World's Work, Pathfinder, Current Events, etc. 

Outline of Course. 

1. The period from 1760 to 1783 should be treated from the 
standpoint of the cause and results of the Revolution with 
very slight attention to military details. 

2. Government under Confederation, formation and adop- 
tion of Constitution, 1781-1789. 

3. Political development, 1789-1829. 

4. Economic, social and industrial development, 1760-1829. 

5. Political History, 1829-1865. 

6. Territorial, commercial, industrial and social progress, 
1829-1865. 

7. Political History, 1865. 



—54— 

8. Territorial, commercial, industrial, and social progress, 
1865. 

(Previous to 1760, the work should be in the nature of a 
review -noting only topics of prime importance.) 

LISTS OF REFERENCE BOOKS IN AMERICAN HISTORY. 

Brady, C. T. — Border Fights and Fighters McClure 

Brigham, A. P. — Geographic Influences in American -History Ginn 

Burgss, J. W. — The Civil War and the constitution. 2 Vols Scr'bner 

Burgess, J. W. — The Middle Period Scribner 

Burgess, J. W. — Reconstruction and the Constitution Scribner 

Cambridge — Modern History Macmillan 

Channing, Edward- — History of the United States Macmillan 

Channing & Hart — Guide to the Study of American History Ginn 

Coman, Katherine — Industrial History of the United States. . .Macmillan 

Dodge, T. A. — a Birdseye View of Our Civil War Houghton 

Es rle, Mrs. A. M. — Home Life in Colonial Days Grosset 

Eggleston, G. C. — A Rebel's Recollections Putnam 

Elson, H. W.— History of the United States Macmillan 

Fisher, G. P. — The Colonial Era Scribner 

Fiske, John — The American Revolution. 2 Vols Houghton 

FisKe, John — Beginning of New England Houghton 

Fiske, John — Critical Period of American History Houghton 

Fiske, John — Discovery of America. 2 Vols Houghton 

Fiske, John — Dutch and Quaker Colonies in America Houghton 

Fiske, John — New France and New England Houghton 

Fiske, John — Old Virginia and Her Neighbors. 2 Vols. ..... .Houghton 

Gordon, J. B. — Reminiscences of L ne Civil War Scribner 

Gordy, j. O. — Political History of the United States Holt 

Jtiart, A. B. — Essentials in American History American Book Co. 

Hart, A. B. — Formation of che Union Longmans 

Hart, A. B. — American History Told oy Contemporaries. 4 Vols.... 

Macmillan 

Cheyney, E. P. — European Background of American History (Ameri- 
can Nation Series) Harper 

Bourne, E. G. — Spain in America (American Nation Series) Harper 

Howard, G. E. — Preliminaries of the Revolution (American Nation 

Series) Harper 

McLaughlin, A. C. — The Confederation of the Constitution (Ameri- 
can Nation Series) Harper 

Turner, F. J. — Rise of the New West (American Nation Series) . .Harper 
Hart, A. B. — Slavery and Abolition (American Nation Series) ... .Harper 
Garrison, G. P. — Westward Extension (American Nation Series) . .Harper 
Smith, T. C. — Parties and Slavery (American Nation Series) ... .Harper 
Chadwick, F. E. — Causes of the Civil War (American Nation Series) 

Harper 

Hosmer, J. K. — The Appeal to Arms American Nation Series) .. .Harper 
Hosmer, J. K. — Outcome of the Civil War (American Nation Series) 

Harper 



Hill, Mabel — Liberty Documents Longmans 

JohnstCL, Alexander — American Orations. 4 Vols Putnam 

JLecky, W. E. H. — American Revolution Appleton 

Lodge, H. ^. — Short History of the English Colonies in America. .Harper 
Macdonald, William — Select Chapters and Other Documents Illustra- 
tive of American History Macmillan 

Macdonald, William — Select Statutes and Other Documents Illustra- 
tive of the History of the United States Macmillan 

McLaughlin, -_. C. — History of the American Nation ' Appleton 

McMaster, J. B. — History of the People of the United States from 

the Revolution to the Civil War Appleton 

Madison, James — Journal of the Federal Convention Scott 

Mowry, W. A. — Territorial Growth of the United States S'lver 

Parkman, Francis — Conspiracy of Pontiac and the Indian War After 

the Conquest of Canada Burt 

Parkman, Francis — County Frontenac and New France Under Louis 

XIV Little 

Parkman, Francis— A Half Century of Conflict. 2 vols Little 

Parkman, rrancis — The Jesuits in North America in the Seven- 
teenth Century Little 

Paikman, Francis — Montcalm and Wolfe. 2 Vols Little 

Parkman, Francis — Pioneers of France and the New World Little 

Parkman, Francis — Struggle for a Continent Little 

Rhodes, J. F. — History of the United States from the Compromise of 

1850. 7 Vols Macmillan 

Roosevelt, Theodore — Episodes from the Winning of the West.. Putnam 

Rouse, A. L. — National Documents Unit 

bchouler, James — History of the United States of America Under 

•the 'Constitution Dodd 

Sloane, W. M. — The French War and the Revolution Scribner 

Sparks, E. E. — Expansion of the American People Scott 

Sparks, E. E. — The Men Who Made the Nation Macmillan 

Spears, J. R. — Short History of the American Navy Scribner 

Thwaites, R. G. — The Colonies Longmans 

Walker, F. A. — Making the Nation Scribner 

Wilson, Wcodrow — Divis'on and Reunion Longmans 

Wilson, Woodrow — History of the American People. 5 Vols Harper 

No satisfactory course in High School History can be taught 
without reasonable library facilities. The lists of reference 
works appended at the discussions of the various sub-divisions 
of the field of History will suggest what is meant by reason- 
able facilities. References for student's reading especially in 
the early years of High School should be given in very explicit 
form, volume and page, and some time should be spent in 
teaching students the use of books. 

The note-book, preferably the loose-leaf variety, should find 
a- place in every High School course in History. Many inex- 



-56- 

perienced teachers fall into the mistake of greatly overdoing 
the notebook work, regarding it as an end in itself instead of as 
a purely supplementary aid in the illumination and organiza- 
tion of facts. Long and complicated outlines of the texts are 
not profitable note-book material, if indeed, they are useful at 
all. Maps, notes on assigned readings, tabulations, and 
graphic representations, chronological tables, lecture notes, and 
newspaper clippings are suggested as desirable. 

MATHEMATICS. 

Elementary Algebra. Plane Geometry. 

Advanced Algebra. Solid Geometry. 

Advanced Arithemetic. Trigonometry. 

The department recommends the following arrangement of 
subjects: 

First Year — Elementary Algebra. 
Second Year — Plane Geometry. 
Third Year — Advanced Algebra. 

Fourth Year — Solid Geometry and Trigonometry or 
Advanced Arithmetic. 
Suggestions, 
i. The N. E. A., last summer in adopting the report of the 
Committee on the Articulation of High School and College, 
gave its sanction to a High School course with electives so 
arranged as to enable a student to graduate without any 
mathematics whatever. Accredited High Schools in Montana 
must require not less than two years. It is recommended 
that not more than two years be required. Students of special 
aptitude or who are looking forward to an engineering educa- 
tion should be required to take three or still better four years. 

2. Mathematics holds its place, entirely in so far as it is 
required of all pupils, by reason of its value, real or supposed, 
in training the mind in clear and independent reasoning. Un- 
less the teaching of the. subject actually contributes powerfully 
to such a result, the time could be spent to much better ad- 
vantage on other subjects. To this end the only standard 
should be absolute _ accuracy and complete independence of 
work. Methods of checking results should be employed in- 
stead of answer books. 

3. High School mathematics introduce the student to a 



—57— 

large number of new terms. These need to be so thoroughly 
mastered that they become as familiar as the most ordinary 
household words. The student whose mental reaction upon 
such words as ''coefficient'' or ''bisector''' is not perfectly 
automatic, can not travel far toward a mastery of the real diffi- 
culties of the subject. 

ELEMENTARY ALGEBRA. 
Outline, 
i. The four fundamental operations with both whole num- 
bers and fractions. 

2. Factoring. 

These are the essentials and their absolute mastery is vastly 
more important than the solution of a large number of equa- 
tions. 

3. The solution of equations both simple and simultaneous 
containing from one to three unknowns. 

The graph should be introduced and used sufficiently to con- 
vince the student of the possibility of representing algebraic 
relations geometrically and to illustrate by practical problems 
the use of the graph in representing the relations of scientific 
and statistical data, etc. The treatment in Hawkes. Luby and 
Touton, First Course in Algebra is satisfactory. 

4. Reduction of all fractional forms especially by factoring. 

5. Ratio and proportion. (Simple treatment). 

6. Radicals not including cube roots of polynomials. 

7. Quadratic equations. 

ADVANCED ALGEBRA. 

Suggestion. 
Most Montana High Schools are now devoting but' one half 
year to this subject. In view of the genuine difficulties of the 
subject and of the constant complaints of the Colleges and 
Technical Schools of lack of adequate preparation in Algebra, 
this department recommends that an entire year be given to 
the advanced course. Most of the larger Universities and 
the stronger Technical Schools have now refused to accredit 
High School Algebra for admission to their engineering 
courses. Inasmuch as Algebra beyond the first year is taught 
almost solely for the benefit of students, seeking admission 
to such courses, it seems evident that the present arrangement 



has not been a success. Schools that have tried the year course 
are enthusiastic in its favor. 

Outline of Course. 
Xot to be regarded as a guide to order of presentation, 
i. Thorough review of Elementary Algebra. 

2. Highest Common Factor and Lowest Common Multiple. 

3. Roots and exponents. 

4. Simultaneous equations, both simple and quadratic, with 
special attention to solutions by factoring and by formula 
determinants. 

5. Graphical representation of both simple and quadratic 
equations having two variables. 

6. Ratio and proportion. 

7. Progressions. 

8. Logarithms. 

9. Variations. 

10. Limits and infinity. 

n. Imaginaries with graphical interpretation. 

12. Theory of quadratics. 

13. Binomial theorem. 

PLANE GEOMETRY. 

Suggestions. 
1. Geometry is not to be taught as a memory drill. Experi- 
mental psychology has proved it useless for this purpose. 
Neither is it taught because of any supposedly practical value 
existing in its applications. "All the facts that a skilled me- 
chanic or an engineer would ever need could be taught in a 
few lessons.'' Its value consists almost solely in the oppor- 
tunity it gives, through the simple and objective character of 
its subject matter for training in the processes and methods 
of logical reasoning and exact statement. For this reason 
fewer propositions thoroughly comprehended are preferable to 
a larger number imperfectly understood. Thoroughness, exact- 
ness, independence, are the measures of success in Geometry 
teaching. "Original" exercises should form an important part 
of the work. They are the best test of the student's progress. 
The amount of time to be devoted to them will, however, vary 
with the ability of the class and the skill of the teacher. 

(See David Eugene Smith's. '"The Teaching of Geometry.") 



—59— 

2. The movement to make Geometry more practical is to 
be approved wherever that movement tends to make it more 
interesting to the learner. However, this approval is solely 
for pedagogical reasons, not at all. because of any idea that 
Geometry is going to be applied directly to the business of 
every day living. 

3. About one-third of the time should be given to the propo- 
sitions proved in the text-book, one-third to "original" exercise 
carefully written out and preserved in a note book, and one- 
third to experimental and construction work. For the last 
students should be provided with double ruled paper, pro- 
tractors, compasses and straightedge. 

SOLID GEOMETRY. 

Moist of the suggestions made for Plane Geometry apply to 
Solid. The work is sufficiently suggested by any one of a 
number of texts. 

TRIGONOMETRY. 

Its Place in the Curriculum. 

1. Trigonometry is at present offered in only a few of our 
strongest High Schools. It is, of course, always an elective. 
Only students who expect to make special use of their mathe- 
matics should be allowed to take it. 

2. It is questionable whether a course in Trigonometry has 
any place in the High School. In many cases a good course 
in Advanced Arithemetic would certainly be of much more 
value, leaving the Trigonometry for the college or technical 
school. 

ADVANCED ARITHMETIC. 

This course will find its chief usefulness in the case of sen- 
iors who desire to teach. The average High School graduate 
knows almost nothing about Arithmetic — not a surprising fact 
— and is very poorly prepared, even though by dint of cram- 
ming he may pass an examination, to present the subject to 
children. The High School course, therefore, should aim not 
only to furnish a thorough review of the subject, but should 
devote some attention to its pedagogy. 



FOREIGN LANGUAGES, 

Latin. French. 

German. Greek. 

General Suggestions. 

1. Students should not be given credit for less than two 
years' work in a language. This rule is subject to a single ex- 
ception. Some dental schools in the country are requiring one 
year of Latin for admission. In the case of students prepar- 
ing for such schools. High Schools can scarcely refuse to 
credit one year's work. 

2. If only four years of foreign language can be offered in 
a school it is probably best that it should be four years of 
Latin. It is believed that four years of a single language can 
be made more significant than two years each of two languages. 

3. The main things to be gained from the study of any for- 
eign language are better understanding, more thorough con- 
trol and keener appreciation of one's own. Accordingly the 
teacher who allows the English idiom to suffer violence at the 
hands of juvenile translators is defeating the chief purpose of 
his work. 

4. As the translation of a passage from a foreign language 
at sight is a very delicate and thorough test of a pupil's 
knowledge of the subject, the abilitv to do this should be cul- 
tivated most carefully and most thoroughly by the teacher. 
It depends upon the pupil's sure and exact knowledge of: (1) 
inflections, (2) vocabulary, (3) syntax. In exercises of this 
kind, therefore, the passages should be chosen with care as to 
subject, vocabulary and difficulty. Much reading of the origi- 
nal of the passage should be done before an attempt is made 
at translation. In reading, the pupil should be required to ob- 
serve the composition of the words, their endings, and their 
probable relations as dependent both upon ending and position. 
Careful attention should be called to the structure of each sen- 
tence and to the relation of the clauses. The meanings of 
words which the pupil is not supposed to know should be 
given to him, or he may have at hand a vocabulary or diction- 
ary for these. An exercise of this kind should be one of direct- 
ing on the part of the teacher. Such hints and information 
should be given as are needed to prevent a waste of effort by 
the pupil. Indpendent work is always to be encouragd and 



— 6i— 

help given should be withdrawn gradually as the pupil's power 
grows. 

LATIN. 

Outline of Course. 
First Year. 

1. Emphasis upon inflection and derivation. 

2. Acquisition of a working vocabluary of 400 or 500 words. 

3. Absolute familiarity with regular forms and with com- 
mon irregular forms and ordinary constructions. 

4. Ceaseless drill is the price of success in first year Latin. 
Forms and construction must be repeated until their reaction 
becomes automatic. 

5. Latin derivatives in English. 

Second Year. 

1. Translation of four books of Caesar de Bello Gallico or 
its equivalent in selections from Caesar and other Latin writ- 
ers as given in any standard second year Latin book. 

2. An informal study, chiefly by class discussions, of the 
internal history of Rome during the period, especially the 
events which make clear the rise of Caesar's power. 

3. Roman military organization and the geography of the 
country covered by the campaigns studied should be given 
close attention. 

4. One of the chief reasons for lack of interest in Caesar 
is that students do not gain a view of the story as a whole. Is 
there any piece of literature sufficiently fascinating to remain 
even mildly interesting if read as Caesar habitually is read in 
our schools? 

Teachers should endeavor to make the story clear and logi- 
cal by means of rapid reviews in English, outline maps, read- 
ing from English translations and commentators. 

5. During this year the mastery of all ordinary Latin prose 
constructions should be completed. 

6. Latin composition not less than one period per week. 

7. This is the critical year in Latin. The teacher who can 
pilot his students successfully through it will keep them with 
him to the end. 

Third Year. 
1. Cicero — Orations in Catilinam I. — IV. Pro Lege Manilia 
and Pro A Licinio Archia Poeta. 



— 62 — 

2. The life and tinres of Cicero. Translation of some of 
Cicero's letters may well be read by the teacher. The student 
is certain to dislike Cicero's orations unless he feels Cicero's 
spirit. 

3. Latin Prose Composition at least one period per week. 

Fourth Year. 

1. Vergil Aeneid Books i-VI. 

2. Life and times of Vergil. Mythology and geography of 
the Aeneid Prosody of the dactylic hexameter. 

3. Memorizing of choice lines. 

4. Continued study of Latin prose composition based on 
Cicero and Caesar. 

GREEK. 

At the present time only two High Schools in the state offer 
Greek and neither is at present furnishing any instruction in 
the subject. Accordingly it seems hardly worth while to out- 
line a course in that subject. 

GERMAN. 
General Suggestions. 

1. The chief difference between the teaching of ancient and 
modern languages in the High School should be in the placing 
of the emphasis. The modern languages should be treated as 
living languages and should have the emphasis placed upon the 
training of ear and tongue. 

2. Schools are urged to provide for not less than three 
years in German. If a student is to take the subject at all, he 
should, if possible, take enough of it to enable him to make 
practical use of it. 

3. The common charge against modern language teaching 
in High School is that students do not learn to use the lang- 
uage, either oral or written, in a practical fashion. When one 
stops to consider that the modern language teacher has his 
students but forty minutes a day and that the rest of the 
twenty-four hours they are immersed in English, it is not 
strange that they do not acquire more than a very superficial 
acquaintance with the foreign language. 

4. Many teachers have organized German clubs, meeting at 
times not conflicting with the school program, the proceedings 



-63- 

of which are conducted entirely in German and whose pro- 
grams are of such a nature as to furnish a supplement to the 
work of the class room by stimulating interest in German life, 
institutions and history. 

5. Very little English should be heard in a modern language 
class room. After the first few months it should disappear 
almost entirely. Pictures, maps and books in the class room 
should be German. The school should have a newspaper 
in German. The competent teacher will at once appreciate its 
value and possible uses. For Montana schools the Montana 
Staats-Zeitung published at Helena is recommended. An ex- 
cellent little publication is "Aus Nah and Fern,'' 330 Webster 
Avenue, Chicago, 40c per annum, quarterly. 

Outline of Course. 
First Year. 

Besides drill upon pronunciation, which should be mastered 
in this year and the elements of grammar comprising inflection 
of articles, nouns, adjectives, pronouns, weak verbs and ordi- 
nary strong verbs, the use of common prepositions with geni- 
tive, dative, accusative, and dative or accusative objects, the 
simpler uses of the modals, or ordinary rules of word order 
and syntax, several short poems should be memorized and 
about 100 pages of easy reading covered. The poems and 
texts mentioned below are suggestive of the kind of work in- 
tended. 

Poems for memorizing: Die Lorelei, Heidenroeslein, Das 
Zerbrochene Ringlein, or others of similar length and character. 
Texts for reading — 

Anderson Biiderbucb ohne Bilder. 

Benedix Eigensinn. 

Biblische Geschichten. 

Campe Robinson der Juengere. 

Frommel Eingescbneit mit Ranzel and "Wianderstab. 

Grimm Kinder und Hausmarchen, viz, Rotkappchen, Rot- 

roeslein, Schneewittchen, Haensel and Graetel, 
Aschenputtel. 

Stokl Under den Christbaum. 

Meissner Aus meiner Welt. 

Aus meinen Lande. 

Wilkommen in Deutschland. 

Im Vaterland. 

Gluck Auf. 



-64- 

Second Year — 

Baumbach Der Sch.wiegersob.il. 

Cbamisso. . . Peter Scblemibl. 

Ebner-Escbnerbacb. .Dottie, die Ubrmacherin. 

Frenssen Jorn Uhl (Selections). 

Freytag Die Journalisten. Soil und Haben. 

Goethe Hermann and Dorothea. Dichtung und Wharheit 

(Selections). 

Hauff Lichtenstein. 

Heine Die Harzreise. 

Hoffman Meister Martin der Kufner. 

Lessing Minna von Barnheim. 

Lillienkron Anno 1870. 

Luuwig Zwischen Himmel and Erde. - 

Moltke Die beiden Freunde. 

Morike Alozart auf der Reise nach Prag. 

Closer Der Bibliothekar. 

Riehl Das Spielmannskind. Der Fluch der Schoenheit. 

Der stumme Ratsherr. 

Scaeffel Der Trompeter von riakkingen. 

Schiller Die Jungfrau von Orleans. Wilhelm Tell. 

The third year's work in German anticipates at its end the 
ability to read at sight German prose or poetry of ordinary 
difficulty and to carry on a simple conversation in German. 

About 400 pages of somewhat difficult prose should be read, 
along with continued drill in conversation, composition and the 
more difficult or unusual grammatical rules. Infinitives and 
subjunctives will need particular attention. 

For memorizing — choice selections from text read, as for ex- 
ample the songs in the opening scene of Tell. 

1. Grammatical drill continued. Complete stud} 7 of modals. 
prepositions, strong verbs and word order. 

2. German composition at least one hour per week. 

3. Conversation, drill on colloquial phrases, songs. Read- 
ing and discussion of German periodicals. 

4. Memorizing of poems and proverbs. 

5. Translation of about 200 pages of easy German stories, 
poems and plays. 

It is probably desirable to make this work as varied as pos- 
sible without endangering the student's interest in the sub- 
ject matter. 

Poems for memorizing: Erlkonig. Die Wacht am Rhein, die 
Grenadiere, or others of similar length and character. 



-65- 

For Reading — 

Arnold Fritz auf Ferien. 

Baumbacb Im ZwielicM. Waldnovenen. 

Ebner-Eschenbach. . .Krambambuli. 

Eicbendorff Aus dem -Leben Eines Taugenichts. 

Gerstacker Germelcnausen. Irrfabrten. 

Hauff 'Das kalte Herz. Die Karawane. 

Hillern Hober als die Kirche. 

Leander Kleine Gescbicbten. Traumereien. 

Meissner •. Aus Deutscben Landen. 

Moser und Heiden. . Kopnickerstrasse 120. 

Muller In Wartesalon erster Klasse. 

Riehl Burg Neideck. Die vierzebn Notbelfer. 

Rosegger Waiuneimat. 

Scbiller Der Neffe als Onkle. 

Seidel Der Lindenbaum. Die Monate. Herr Omnia. 

Leberrecht Huncben. 

--orm Gescbicbten aus der Tonne. St. Jurgen. Immensee. 

"Wn^ueebrucb Das edle Blut. Der Letzte. 

Wilbelmi Einer muss Heiraten. 

Zscbokke Der Zerbrocbene Krug. Das Abenteuer der Neu- 

jabrsnacbt. 

FRENCH. 

i. In general only the larger schools should attempt to 
offer both French and German. It is better to give three or 
four years of one of these languages than two years of each. 
~2. The work for each year will not differ essentially from 
the plan laid down for German, pronunciation, spelling and 
idiomatic phases, will require particular attention. Writing 
French from dictation is a valuable drill. 

About 150 pages of easy prose should be read the first year 
and about 250 the second. The following books are suggested 
as suitable. 

About Petites Histories. 

Bruno Le Tour de la France. 

Bedolliere Lamere Micbel et son Cbet. 

Cbateaubriand Les Aventures du dernier Abencerage. 

Daudet Le petit cbose. 

Ercbmann Lbatrain, Madame Tberese. Waterloo, Le con- 
script de 1813, etc. 
Foa Coutes biograpbique, Le petit Robinson de 
Paris. 

Foucin Lepays de France. 

Labicbe & Martin Le pourdre aux yeaux, Levoyage de M. Periclos. 

Legonve & Labicbe. . . .Lacigale cebz les fourmis. 



—66— 

Malot. Sous famille. 

Mairet La clef d' or L' enfant de la lime. 

Meilhac & Halevy L'ete de la St. Martin. 

Merinne & Colomba. . . . Moliere & Le Malade Imaginaire (Modernized 
and expurgated editions may now be obtained.) 

Nodica Lachien ae Brisquet. 

Renard Trois Coutes de Noel. 

Sand Lamare Audiable. 

Verne (Selected Stories.) 

At the end of the second year the pupil should be able to 
pronounce French correctly, to read at sight easy French prose, 
to put into French simple English sentences taken from every 
day life, and to answer questions on the rudiments of tne gram- 
mar. 

Third Year. 

The third year's work in French is thus outlined in the New 
York Syllabus. 

i. The reading of from 350 to 500 pages of French of ordi- 
nary difficulty, a portion of which should be in the dramatic 
form. 

2. Constant practice in giving paraphrases,, abstracts or re- 
productions from memory of selected portions of the matter 
read. 

3. The mastery of a grammar of moderate completeness. 

4. Writing from dictation. 

Texts for Reading and Study. 

Augier Sandeau. Legendre de M. Poirier. 

Brete Mon oncle et mon cure. 

Laurie Memories u'un collegien. 

Racine Esther. 

About Lam ere de la marquise. 

Beranger (Selected poems.) 

Coppee (.Selected poems.) 

Daudet LaBelle Nivernaise, Tartarin de Tarascon. 

Dumas La Tulipe noire, Monte Jristo, Les trois mousque- 

taires. 

Hugo Hernani, La Chute. 

Labiche & Delacour. .La Cagnotte. 

Loti Pecheur d' Islande. 

Michelet Extracts. 

Moliere L'avarem Kebiyrgeois gentilhomme. 

ijand Lapetite Fadette. 

Sandeau Madamoiselle de la Seigliere. 

Sarcey ^esiege de Paris. 

Scribe (Plays.) 

Vigny Lacanne de jone. 

Mme de Sevigne... (Selected letters.) 



-67- 

ECONOMICS. 

Suggestions. 

1. In an age when the questions of government are so 
largely economic in character it seems certain that the High 
Schools ought to offer some instruction in the principles of 
economics and their application to our institutions. The course 
in American History should partially supply this need but can- 
not be expected to do so adequately. 

2. The range of experience of the average High School stu- 
dent is not such as to warrant the teacher in expecting from 
him any mastery of economic theory. The important thing 
for the teacher to remember is that he is not training special- 
ists but citizens; that economic theories are not universal 
truths but are continually modified by conditions. Hence 
High School courses in Economics should deal with the here 
and the now. Everything should be tested by application to 
local conditions. 

3. A good library is very essential and a list of valuable 
books is appended. Much use should be made of newspapers, 
commercial and trade journals, publications of Department of 
Commerce and Labor, Interstate Commerce Commission and 
State Bureau of Agriculture, Labor and Industry. 

Adams The Science of Finance. (Holt) 

Adams & Summer. .Labor Problems. (Macmillan) 

Bastable Theory of International Trade. (Macmillan) 

Boarg Economic History of the U. S. (Longmans) 

Bucher Industrial Evolution. (Holt) 

Bullock Selected Readings in Economics, (u-inn) 

Burton Crisis and Depressions. (Appleton) 

Cheney English Industrial History. (Macmillan) 

Clare The A. B. C. of Foreign Exchange. (Macmillan) 

Clark Essentials of Economic Theory. (Macmillan) 

Commons Trade Unionism and Labor Problems. (Ginn) 

Cossa History of Economics. (Macmillan) 

Day History of Commerce. (Longmans) 

Dewey The Financial History of the U. S. (Longmans) 

George Progress and Poverty. (McClure) 

Greene Corporation Finance. (Putnam) 

Hobson The Evolution of Modern Capitalism. ^Scribner) 

Jenks The Trust Problem. (McClure) 

Jevons Money and the Mechanism of Exchange. (Appleton) 

Johnson American Railway Transportation. (Appleton) 

Ocean and Inland TVater Transportation. 

Money and Currency. (Ginn) 

Marshall Principles of Economics. (Macmillan) 



, 



—68— 

Meade Trust Finance. (Appleton) 

.Mitchell Organized Labor. (American Book Company) 

Patten The Economic Basis of Protection. (Lippincott) 

Contemporary Socialism. (Scribner) 

Report of the United States Bureau of Labor on 
Labor Laws in the Jnited States, Department of 
Labor. 

Ripley Railway Problems. (Ginn) 

Trusts, Pools and Corporations. 

Seager Introduction to Economics. (Holt) 

Seligman Principles of Economics. (Longmans) 

pie American History and Its Geographical Conditions. 

(Houghton) 

Smart Introduction to the Theory of Value. (Macmillan) 

d American Tariff Controversies of the 19th Century. 

(Houghton) 

Taussig Tariff History of the United States. (Putnam) 

Towns, nil Warner. . Landmarks in English Industrial History. (Mac- 
millan) 

Webb Industrial Democracy. (Longmans) 

White Money and Banking. (Ginn) 

V. i lii muli by Workingmen's Insurance. (Macmillan) 

Wright Outlines of Practical Sociology. (Longmans) 



BOOKKEEPING. 

First Year. 

The first year's work in bookkeeping should be so arranged as 

bo furnish a solid foundation for the more advanced work of 

the second year and at the same time be complete in itself so 

thai students who are obliged to leave school at the end of it 

may be able to keep a simple set of books. The following 

tement of the contents of 'lie course is compiled from the 

suggestions "t" several of the best commercial teachers in the 

i. \ drill in the theory of debits and credits. 

2. Journal entire; ledger accounts. 

.}. Trial balance; financial and 1<>s> and gain statements. 
\. ( '!< »sing ledg 

;. S >ok, purchase book, day hook, jour- 

nal e 

Special column books. 

keeping in retail busini 

Suggestions. 
i\\ by using simple mimeographed 



— 69 — 

exercises, starting with a few transactions involving only cash 
and merchandise. Let each new exercise introduce a new 
term or principle and also review the ones that have been 
given. After cash and merchandise, take up in turn expense, 
proprietor's account, personal accounts, bills receivable, bills 
payable, and the allowance accounts. When all the principles 
and terms which will appear in the first text book set have 
been thoroughly taught, give the pupil his text book and let 
him proceed until some new principle is reached. By similar 
exercises present each new principle as it comes up in the 
work. Aim to secure independent thinking on the part of the 
pupil. Develop reasons for each step and discourage memory 
effort. 

2. Give frequent oral drills on points covered. This will 
g-ive the pupil a readiness and dispatch in the execution of his 
work which can scarcely be acquired in any other way and 
which is indispensable to the pupil when he is called upon to 
write an examination within a reasonable time limit. Re- 
member that drill, both oral and written, will aid, rather than 
retard the pupil's progress in the end. 

3. Emphasis should be placed on the necessity for the 
rapid execution of the work of recording entries, making out 
business papers, etc., when they are thoroughly understood. 

4. Impress upon the student the fact that it is the man 
who can execute rapidly who is in demand and that in this sub- 
ject he is given an opportunity to acquire this highly prized - 
ability. 

5. Frequent short review sets should be given and a proper 
time limit should be set on some of th'em so that the pupil will 
be able to do his best work on an examination where a definite 
time is stated. 

6. Give frequent, reviews in making the business statements 
using trial balances or ledgers mimeographed and furnished 
to the pupil. 

7. Drill on closing the ledger in order that both acuracy and 
dispatch may be acquired. 

8. Ruling exercises should be given. These may include 
single and double red lines, and the forms of the various books 
used in the course. 

9. Additional drill should be given in each arithmetical 



problem which the student encounters in his bookkeeping 
work. 

io. Exercises to be done at home should be given students 
in this subject. Much additional drill can' be secured in this 
way. 

ii. Do not permit pupils to copy their work in their blanks. 
Require original work. 

12. Drill in correcting errors is quite as essential as any 
other lesson in bookkeeping. 

13. Emphasize the importance of clear, complete, and con- 
cise explanatory statements in connection with each original 
entry. This test should be continually applied; "Would a 
stranger understand from your record just what has taken 
place?" 

14. The distinction between "interest and discount" and 
"merchandise discount" should be thoroughly explained. 

15. When the business practice begins have all bank pass 
books properly kept and written up. This work may be done 
either by the teacher or by pupils selected by the teacher, but 
in no case should each pupil write up his own pass book. 

16. Even though terms which are not used in the business 
world are used in the- school room for pedagogic reasons, it is 
necessary that the terms used by business men and account- 
ants should be thoroughly understood. For instance, in nearly 
all books, "loss and gain" is used for "profit and loss,'" and 
"resources and liabilities" for "assets and liabilities." Such 
apparent differences should be thoroughly understood by the 
pupil not merely because they may be used on examination, 
but because he will surely hear them used by business men. 

17. Methods of proving posting and locating errors in the 
trial balance should receive considerable attention, as errors in 
posting and consequent difficulty with the trial balance use up 
a large amount of the pupil's time. Insist on the use of some 
kind of a check mark when reviewing posting. 

18. Folio numbers should be used in all posting. Insistence 
on this point will save the pupil much time. 

19. Insist on neatness and the best penmanship of which 
the pupil is capable in all bookkeeping work. 



—7i— 

Second Year. 

The second year's work of course, is a continuation of the 
principles and fundamentals of the science which have been 
learned during the first year of the course. The work of the 
second year may be composed of whatever the teacher may 
think best. Special budgets are prepared for the various 
p'hases of advanced work. For example, the student should 
work at a set of mercantile (wholesale business) ; this line of 
work is well adapted to teaching the new and up-to-date meth- 
ods in which the various special new books are used — the new 
voucher system. A mercantile lumber set would be a splendid 
set also to use in the second year's work ; and then perhaps a 
corporation set ought to follow next, using vouchers and new- 
est up-to-date methods of corporation bookkeeping. Then a 
banking set might well be placed in the course, perhaps for 
finishing off work. A great many of the best bookkeeping 
teachers in the country, however, think that banking is non- 
essential and many business college proprietors will tell you 
that they teach banking and have their room fitted up with 
nice bank fixtures simply as an advertisement to draw stu- 
dents. After a student has completed a course in bookkeep- 
ing, if he should be called upon to work in a bank, he would 
very soon become acquainted with the special kinds of books 
which they use. 

Suggestions. 

i. No pupil should be permitted to take this course who 
has not successfully completed the work of the first year. 

2. No particular special sets are required but as many 
should be used as seem • neccessary to properly present the 
principles of advanced bookkeeping mentioned above. 

3. Do not have a large number of sets written up at the 
expense of thoroughness. One set of books which will illu- 
strate the necessary principles of modern bookkeeping with 
considerable drill on these principles by means of short class 
exercises is far better than several sets with no opportunity for 
such valuable drill. 

4. In this part of the course all business practice, except 
such as is peculiar to the business and books which are being 
used as the basis of the instruction may be dispensed with to 
give a greater opportunity for theoretical work on advanced 
principles. 



—72— 

5. Bookkeeping problems such as opening entries where a 
business is being started by an individual, a partnership, or a 
corporation with assets and liabilities, should be given as class 
exercises until the pupil has a thorough understanding of such 
entries. 

6. Special exercises should be given showing the relation 
between the main and the auxiliary ledgers, 

7. Pupils should be taught how to make abstracts of the 
auxiliary ledgers. This will tend to show how these ledgers 
are related to the other books in the set. 

8. Teachers are urged to eliminate some part of their 
text, if necessary, to get the proper time for class drill on im- 
portant points. To "understand" the work is not enough ; to 
be able to retain and apply the principles learned is indispens- 
able. 

PENMANSHIP. 

1. One well known educational authority has recently stat- 
ed that he would graduate no student from the High School 
who could not write a clear, legible hand. Probably this is an 
extreme statement, but it is nevertheless exceedingly desirable 
that the High School turn out good penmen. \\ nat a world 
of time and patience would be saved to High School teachers 
alone if their pupils all wrote clear, legible hands. Business 
men judge applicants very largely by their handwriting. 

2. It is impossible to lay down exact requirements in pen- 
manship. Some pupils who enter the High School will need 
no further instruction ; some will need much. Where it is in 
any way possible, pupils whether in the commercial course or 
not, whose penmanship is notably deficient, should be required 
to take the subject until there is reasonable improvement. The 
test of this improvement should be not the work done in the 
penmanship class, but the ordinary written work of the pupil 
in the other subjects. 

3. The following suggestions as to the teaching of the sub- 
ject are given by one of the successful penmanship teachers of 
the state. 

Methods. 
Begin each lesson with a few minutes of movement work. 
Have each lesson consist of some review and some new work. 



—73— 

For the new work — Letter should be developed carefully by 
the teacher, from the board. Appropriate rythmic count should 
be .given to develop muscular control. 

AYords involving use of letter from copy on board. Words 
from dictation. Sentences in which letter is used; from board, 
then from dictation. 

Practice Outside of Class. 

From 15 to 30 minutes daily, first from copy and later from 
text book in English History, or other sources. Also, all writ- 
ten work in other subjects should be written with close atten- 
tion to form and movement. 

Special Methods. 

Palmer or Zaner system combined with suggestions from 
good Penmanship Journals. 

SHORTHAND AND TYPEWRITING. 

In a strong commercial course there will be two years' work 
in this subject probably in the eleventh and twelfth grades. 
The connection between the courses will not be so intimate in 
the first year as in the second. In the second year the type- 
writing will be practically laboratory work in short hand. 
General Suggestions. 

In spite of great variety of systems in use a few suggestions 
applicable to all may be made. 

1. The use of good English is the first requirement for the 
course. A student seriously deficient in English will be an 
everlasting source of annoyance to his employers and of little 
profit to himself. 

2. Thoroughness and accuracy are first to be sought. Speed 
will come naturally with practice. 

3. Matter dictated or used as copy should be carefully se- 
lected. Pupils may thus without additional effort acquire use- 
ful information. Avoid monotony. 

4. Have short reviews daily. 

5. Ready reading of shorthand notes is just as essential as 
their writing. 

6. There is but one method of scientific typewriting, the 
"touch system.'' This cannot be "picked up" by the pupil by 
turning him loose with a machine. It must be carefully taught 
according to well established principles. Many devices for 



—74— 

concealing the keys from the operator are on the market. The 
one manufactured by the Chrisman Publishing Company of 
St. Louis is particularly good. 

7. Students should learn in a general way the mechanism 
of several standard machines with the principal types of key- 
boards and should become masters of one. 

8. As the fundamental principle of touch typewriting is 
habit it is of the utmost importance that right methods be em- 
ployed from the start and that the fewest possible deviations 
from them occur. For this reason there must be in the first 
month constant supervision of the work. 

9. The typewriting course should include training in carbon 
work, filing and indexing, legal forms, invoicing, stencil and 
card work. 

10. In the development of speed one letter copied many 
times is much more effective that several letters copied once. 
This is true both in short hand and in t3>"pewriting. 

11. At the end of the first year the pupil should be able to 
take ordinary business dictation at the rate of fifty words per 
minute and to copy unfamiliar material on the typewriter at 
a speed of thirty words a minute. 

12. At the end of the second year the student should be 
able to do perfect work; there should be no errors due to 
faulty handling of the machine. He should be able to take 
dictation at the rate of 100 to 120 words per minute and to 
transcribe his notes on the typewriter at the rate of thirty five 
words per minute. 

COMMERCIAL GEOGRAPHY. 
General Suggestions. 

1. This subject has suffered for want of a satisfactory text- 
book. Such books are now, however, appearing. Teachers 
have ordinarily regarded the subject as a sort of incidental and 
have not made it the subject of special study. With the 
advent of good books teachers should now change this attitude 
toward this subject and give it the consideration it demands. 

2. "What," "how much," and "where" are not the important 
questions, but rather "why." The study should not be statisti- 
cal but topical. No one can long carry statistical tables in his 
head, and it is not desirable that he should, but he can remem- 



— /d — 

ber the great underlying principles which govern the distribu- 
tion of the world's commerce and the localization of its in- 
dustry. 

3. Aid from government publications. Consular reports. 

4. Pupils should never be allowed to forget the relation of 
their locality to conditions and productions elsewhere in the 
world. 



BUSINESS ENGLISH. 

1. If the High School is to turn out really competent steno- 
graphers there must be a special course in business English. 
It will not be profitable, however, for any but the larger schools 
to undertake such a course. It should come in the eleventh 
or twelfth grade. 

2. Much training in advertising may be combined with such 
a course. 

3. Letter writing as applied to salesmanship. Every letter 
should have sale as its purpose, direct or indirect. Eighty-five 
per cent of the business done in the United States is said to be 
done by means of the personal letter. 

4. Study of the business letter. Show the fundamentals of 
the letter, how it goes through the same process as the science 
of salesmanship; how it is necessary to gain attention in the 
first paragraph; to arouse interest; to create a desire for the 
thing you are trying to sell ; to give additional argument if 
need be ; to use persuasive reasoning ; and finally to close the 
letter by a strong inducement to immediate action. These 
are the fundamentals of every letter. Show how they may not 
be in the same order every time — but they are there in some 
order. It is comparatively easy to secure from the local 
merchants a few dozen or hundred letters for class use, for the 
purpose of illustration and first hand study. This kind of 
work will arouse a keener interest in letter writing than any 
other thing could do. 

5. Mechanical make-up. Give special attention to details, 
margins, outlines, paragraphing, opening and closing, folding, 
addressing envelopes, kind and quality of paper — and illustrate 
how each of these has an advertising value for the firm. Illu- 
strate the preparation, keying, mailing and checking up of 
circular follow-up letters. Illustrate the mimeograph letter 



, -76- 

and show its value — illustrate the circular letter. Show the 
value of booklists, brochures, circulars, and advertising to be 
sent in connection with letters, either as enclosures, or under 
separate cover. 

6. The letter of application. This should receive special 
attention because it is the kind of letter that every man and 
woman who enters business life will need to know how to 
write some time or other. Illustrate letters of complaint and 
collection letters; illustrate letters ordering merchandise; let- 
ters asking for freight or transportation of any kind. Social 
correspondence has no place in a study of this kind. 

7. Office routine. Study the care of correspondence, its 
receipt, stamping, answering, duplicate copies, general office 
practice among stenographers. Illustrate filing. It is well to 
call attention to file devoted to a small business and also to 
the numerical file that would care for the business of the 
largest concerns. 

8. How to acquire a good working vocabulary. It is im- 
possible for one to write a clear-cut, vigorous, aggressive, sales 
letter unless he has a very complete working vocabulary. To 
acquire this working vocabulary one needs to be a good 
speller; and if the students are not good spellers the subject 
should be taken up as a part and parcel of the work in Com- 
mercial English. Show how one may increase his working 
vocabulary (1) by reading at least one of the daily newspapers 
regularly and faithfully — read the editorials; (2) a close study 
of at least five standard magazines of the country; (3) the 
habit or marking every word whose meaning is not clear and 
after finishing the article of referring to the dictionary for its 
meaning; (4) by close, study of the advertising of the metro- 
politan stores. 

COMMERCIAL LAW. 

1. Commercial law should aim to give the student a knowl- 
edge of the theory of the law and of its application to simple 
cases that are of ordinary occurrence in actual business life. 
It may well include the following topics : Origin of common 
law, statute law, the theory of property; contracts including 
parties, consideration, subject matter, legal and illegal, reme- 
dies, defenses, etc. The statute of frauds, negotiable instru- 



—77— 

ments, notes, drafts, checks, indorsement, etc., guarantee and 
surety, real and personal property, bailments, etc., agency, 
partnership, corporation, joint-stock companies, insurance, real- 
estate, landlord and tenant, etc. 

2. Numerous practical hypothecal problems should be given 
for the student to work out according to law. 

3. The assignment of the following day's lesson, of suffi- 
cient importance in all subjects, is of particular importance in 
this. A little time spent on the vocabulary of the next les- 
son, the important points, suggestions as to their application, 
will bring good returns. 

4. The reference library should have the codes of the state 
and a case book on each subject mentioned in the text. The 
instructor must be well informed, a wide reader and should 
cultivate the acquaintance of a good lawyer, who may be ap- 
pealed to occasionally. 

COMMERCIAL ARITHMETIC. 
General Suggestions. 

1. Only methods approved by the best business usage 
should be employed. For this reason the teacher should keep 
in touch with the actual business world. 

2. Absolute accuracy must be insisted upon and whatever 
speed the pupil can acquire. 

3. Fractions should be handled with reference mainly to 
two considerations. (1) Aliquot parts and (2) such fractions 
as are possible when handling weights and measures. 

4. Denominate numbers should deal only with units in 
actual use. 

5. Rapid calculation, both oral and written, should form a 
part of every day's work. 

6. Problems secured from local business men, merchants, 
contractors, lumbermen, bankers, etc., are better than book 
problems. 

7. Books without answers are to be preferred. Teach pupils 
to check their results and know when they are correct. 

8. The more the course can be kept outside the book the 
better. 

9. A few commonly used "shortcuts" should be taught. 

10. Commercial teachers are unanimously of the opinion 



that this course should be given a full year instead of the half- 
year, now commonly alloted to it. It is difficult not to admit, 
the force of these arguments. When schools see fit to devote 
an entire year to this subject the following subjects may be 
mentioned as demanding consideration: 

Aliquot parts, decimals, fractions, bills and accounts, meas- 
urements, plastering, painting, carpeting, papering, solids, 
wood measure, lumber measure, stone work, brick work, capa- 
city of bins, cisterns, etc., percentage, commercial discounts, 
loss and gains, resources and liability statements, marking 
goods, commission and brokerage, fire insurance, state and 
local taxes, customs, interest sinking funds, bank discounts, 
partial payments, banker's daily balance, savings bank ac- 
counts, domestic and foreign exchange, dividends and invest- 
ments, stocks and bonds, life insurance, partitive proportion 
and partnership, storage, equation of accounts, etc. 

MECHANICAL DRAWING. 

Two 90 minute periods per week in connection with Manual 
Training. 

1. This course should follow closely the shop work in Man- 
ual Training. In fact the two should be practically one course. 

2. The outline below is that followed in one of the larger 
high schools of the state and is offered here as a suggestion 
of what the course should cover. 

Suggestions for drawing course. 

First Year — Plates 1 to 20, working drawings of shop exer- 
cises, furniture designs, and simple machine parts, drawn from 
orthographic or perspective sketches; plates ia to 6a, geometri- 
cal problems ; plates 7a to 12a, free-hand lettering, (these 
should not be made in succession); plates 21 to 25, .theory of 
projections; plate 26, conic sections; plate 27 and 28, intersec- 
tions and developments ; plates 29 to 35, freehand perspectives 
and sign designs. 

Second Year — A continuation of the freehand work in draw- 
ing from the object, book cover and wall designs, isometric 
and cabinet projections of machine parts drawn from copies. 
Sketches and objects. 

Third Year — Machine design including gears and cams ; 
mechanical perspective ; architectural drawing. 



—79— 

Fourth Year — Sheet metal patterns ; strength of materials ; 
topographic drawing, or Architictural Drawing and Machine 
Design continued. 

MANUAL TRAINING. 

Three 90-minute periods per week of shop work. 

1. Manual Training should be to a great extent a local 
subject. The outline of the course here given is taken from 
the High School Manual of the State of Washington. Condi- 
tions in that state are not unlike conditions in Montana and the 
course outlined for the use of Washington High Schools is in 
close harmony with the many excellent suggestions that have 
been received from Manual Training teachers in this state. 

2. The list of equipment is that given in the N. Y. State 
Syllabus for Secondary Schools. Montana prices would be 
somewhat higher. 

Individual Tools and Benches for Twenty Students. 

20 benches, joinery 4 foot with iron vise $200.00 

20 bench dusters, 9 inches 4.50 

20 bench hooks, made by the boys 

20 brad awls, \y 2 inch handles 89 

20 chisels, 1 inch tang firmer 6.09 

20 chisels, y 2 inch tang firmer 4.46 

20 gauges, marking Mo. 64 2.49 

20 knives, sloyd 2y 2 inch blade 5.41 

20 mallets, hickory 2y 2 inch face 2.71 

20 nail sets, knurled round 1.67 

20 planes, jack 2 inch cutter 39.60 

20 rulers, single fold, 24 inch No. 18 3.00 

20 planes, block 91%xl% cutter 14.40 

20 saws, back 10 inch 18.60 

20 try-squares, 60 inch No. 5y 2 4.21 

General Tools for Tool Room. 
3 bevels, sliding T 6 inch No. 2 63 

3 bits, sets dowel, 3-16 inch to 15-32 inch 7.62 

± braces, bit 8 inch sweep 3.72 

10 chisels, socket firmer, two each % inch, V4 inch, % inch, 

% inch, iy 2 inch 3.60 

4 clamps, steel bar, to open 24 inches 3.80 

3 clamps, steel bar, to open 36 inches 3.60 

3 clamps, steel bar, to open 48 inches 4.20 

3 counter sinks, Rose % inch -69 

4 dividers, wing 6 inch .68 

8 gouges, tang outside firmer, two each, % incn, % inch, y 2 

inch, % inch 2.60 



— 8o— 

6 hammers, bell-faced, 13 ounce 2.65 

12 hand screws, 14 inches 5.85 

12 hand screws, 16 inches 6.88 

3 oilstones, No. 2 India combination, course and medium 1.26 

2 oilstones, medium, Lily white; washite 8"x2"xl" 1.44 

2 planes, smoothing, 1% inch cutter 3.16 

1 saw, crosscutting, 24 inch 7 pts 1.45 

4 saws, crosscutting, 22 inch 9 pts 5.40 

3 saws, rip 22 inch 6 pts 4.05 

If no power saw table is installed, for cutting up stock, a 
crosscutting hand saw anu a rip saw should be provided for 
about every three pupils. 

6 scrapers, cabinet hand 3"x5" .30 

- screw drivers, perfect handle 7 inch 1.89 

4 spoke shaves, No. 53 1.12 

2 steel squares, carpenters 18"x24" 1.44 

The following group of tools should remain practically the 
same even if the number of pupils is more or less than 20. 
1 figure set 3-16 inch for wood 1.05 

3 files, cabinet 8 inch .90 

3 files, cabinet 10 inch 1.14 

1 gage, panel ^o. 85 17 

1 file brush No. 2 24 

2 gages, mortise No. W 1.08 

1 gouge, % inch tang outside firmer 27 

1 gouge, 1 inch tang outside firmer .43 

1 gouge, iy 2 inch tang outside firmer 68 

1 gouge, t4 inch tang outside firmer 33 

1 gouge, % men tang outside firmer 37 

1 hammer, beil-faced 16 ounce .57 

6 hand screws, 9 y 2 inch 3.50 

6 hand screws, 14 inch 4.32 

1 miter box, No. 33 9.77 

2 oilers, copper, 1-3 pt 28 

3 oil stones, slips Arkansas 3%xl% 36 

1 plane, plow No. 45 5.85 

2 planes, rabbeting No. 78 2.20 

2 planes, tonguing and grooving, No. 48 3.66 

1 plane, gage, No. 333. 1.05 

1 plane, scraper, with extra toothing cutter 1.65 

1 plane, router, No. 71% 1.10 

2 planes, fore 18 incn, No. 606 4.76 

1 plane, jointer, 24 inch, No. 608 3.40 

1 plier, combination side cutting, 7 inches .78 

1 saw, turning wooden frame 18 inches 90 

2 rasps, wood, 10 inch 76 

1 saw, compass, 16 inch .33 

1 saw, pad keyhole .18 

1 saw set 8" 



1 scraper, veneer, No. 80 70 

1 screw driver, perfect handle, 12 inch 65 

2 screw drivers, clock 3 inch .48 

j. vise, picture frame 4.05 

1 vise, saw-filing, 10 inch 80 

1 power grind stone, No. 10-A, 2%x24 15.00 

1 cabinet maker's bench, medium (without drawers) 12.00 

1 circular saw fable 80.00 

1 10 horse power motor 175.00 



MANUAL TRAINING. 
General Suggestions. 

i. It must be borne in mind that, owing to the fact that 
industrial education is in an experimental state, it is impossible 
to lay down a rigid outline. In fact, the State Department 
believes that the widest latitude should be given to instructors 
to apply their own individuality in giving this course, so as to 
make it adapted to the needs of each particular class. 

2. Manual training should deal with complete processes 
and objects. The aim should be to enable the pupils to ac- 
quire skill gradually, through •constantly making objects that 
are useful. For this reason we do not favor the introduction 
of set courses of models. A pupil might just as well learn 
to pronounce and define all of the words in the language before 
using them in sentences as to master the making of a set of 
joints and exercises before he attempts to apply them to the 
making of useful objects. The fact that a botched joint may 
spoil a whole piece of furniture is in itself educative in the 
highest degree. 

3. The following aims and purpose of manual training 
should be kept in mind : 

(a) The development of "industrial intelligence." 

(b) The acquisition of sense of responsibility toward the work in 
hand and of pleasure in doing it. 

(c) The growth of a self-reliant spirit through acquired ability to 
do something worth while. 

(d) An appreciation of the dignity of labor. 

(e) Acquired judgment to be applied in selecting a future trade 
through a right attitude toward industry. 

(f) Some idea of the relative value of labor and material in finish- 
ed products. 

(g) An appreciation of the value of skill and intelligence in labor. 

4. The course in manual training should not be uniform for 



—82— 

all schools. It should be modified so as to be in keeping with 
the industries of the neighborhood, and the probable needs 
of the pupils. In many respects, courses designed for city and 
country schools ma3^ differ widely. Each should lead, through 
its immediate environment, out to industrial efficiency. The 
number of pieces of work that may be performed is practically 
unlimited, and the ingenuity and personality of the instructor 
-are appealed to in order that the most practical course may be 
offered in any given case. 

5. It is recommended very strongly, that if possible the 
course should include a half-year of industrial history, designed 
for pupils in agriculture and domestic economy. The course 
in economics outlined elsewhere in the manual may well be 
modified toward this end. 

6. Much emphasis should be laid on the stud} 7 of the 
source of power — steam, electricity, etc. In this respect the 
work may well correlate with physics in the study of me- 
chanics. A study of the development, transmission, and ap- 
plication of power, in so far as available equipment and the 
capacity of the pupils will permit, is desirable. 

7. The instructor should encourage the use of simple equip- 
ment, and the development of "Shop spirit" pride among the 
boys ; school citizenship with all that it implies. Manual 
training if well taught, can be made a most fruitful means of 
the symmetrical development of the boy's personality. 

SHOP WORK IN MANUAL TRAINING. 

Ninth Grade. First Semester. 
Recommended Minimum Course. 

1. The work of this semester should cover first, work in- 
volving the application of the elementary exercises and joints, 
in order to familiarize pupils with the use of tools and ma- 
terials, and later the problems of assembling. 

2. Principles and processes to be taught. How to plan and 
lay out work; the use and care of bench, tools, and such sup- 
plies as sandpaper, glue, oil. paints, etc. ; gluing, planing, thin 
pieces; chamfering, making a dado joint; the setting of hinges; 
the use of the gauge; finishing wood with wax, oil, or shellac; 
French polish. 

3. Suggested exercises. One involving the use of the plane. 



-83- 

saw and chisel; the making of a half-lap joint; the making- of 
a teapot stand, glove or handkerchief box, or inkstand. 
Correlated and Supplementary Work. 
Instruction in the development, manufacture and care of 
bench tools; points to be remembered in purchasing tools; the 
history and manufacture of glue, shellac, nails, screws, sand- 
paper, varnish, stains, etc. 

Xinth Grade. Second Semester. 

Recommended Minimum Course, 
i. The work of this semester involves problems of simple 
carpentry, and general construction. 

2. Principles and processes to be taught. The use of the 
framing square ; group work ; hopper, miter and mortise and 
tenon joints; the making of a miter box; thin gluing, thread 
cutting and varnishing; the construction of a panel. 

3. Suggested exercises. House framing; the building of a 
model house to scale, frame complete, with floor laid and cor- 
nices and door and window frames made and fitted ; the mak- 
ing the square, hand clamp, knife tray, foot stool, etc. 

Correlated and Supplementary Work. 

1. The study of the framing square; such problems of house 
construction as plumbing, heating, ventilating, city building, 
codes, etc. 

2. Shop and factory methods; jigs. 

3. Lumbering: forestry; milling; grading, inspecting and 
measuring of lumber. 

Tenth Grade. First Semester. 
Recommended Minimum Course. 

1. Attention should be paid in this semester's work to 
problems of wood turning, spindle work, face plate and chuck 
work. 

2. Principles and processes to be taught. The care and 
use of lathe and tools ; lathe finishing, and polishing, accurate 
turning and fitting; built-up work. 

3. Suggested exercises. The making of straight, step and 
taper cylinders; parting; grooves; beads and compound curves; 
the making of such objects as file handle, mallet, rolling pin, 
cups, bowls, card trays, covered boxes, towel ring and spheres. 



-8 4 - 

Correlated and Supplementary Work. 

i. The history, construction and principles of operation of 
the lathe. 

2. Problems of power transmission ; the conservation of 
energy ; speed determination ; belts and belting. 

3. Commercial application of turning; factory method; auto- 
matic machinery; wood-turning machinery. . 

PATTERN MAKING. 

Tenth Grade. First Semester. 

Recommended Minimum Course. 

Note. — This course ma} 7 " be substituted for the one outlined 
above for the first semester of the tenth grade, at the option 
of the instructor. It is left with the instructor and principal 
of the high school to determine wheiher, in view of the cir- 
cumstances and surroundings, it is v*i.»e to give the course in 
pattern making or that outlined above, to be guided by their 
own best judgment. 

1. Principles and processes to be taught. Draft; shrink- 
age; finishing strips and cores; parting; filets. 

2. Suggested exercises. Solid patterns, including face plate, 
hexagon nut and bracket, split pattern, including pipe fitting 
and lathe crank; dry sand core work; pipe fitting; green sand 
core work ; including the making of a wrench, pulley, etc. 

Correlated and Supplementary Work. 

1. The study of larger problems of moulding in all branches. 

2. Metallurgy, and casting of iron, brass and steel. 

3. Study foundry work, including supplies, tools and ma- 
terials. 

Tenth Grade. Second Semester. 

Recommended Minimum Course. 

1. In this semester instruction should be given in 
problems of cabinet work. 

2. Principles and processes to be taught; steaming, bending, 
modeling, and inlaying ; the making and use of the dovetailed 
joint; stair building; furniture work; varnishing, piano finish. 

3. Suggested exercises. Hand mirror, embroidery hoops; 
inlaid blotter pad; inlaid jewel box; tool chest; dovetailed 
joints. Such problems of larger cabinet work, as stair building 
and the making of a piece of furniture. 



Correlated and Supplementary Work, 
i. The history, manufacture, and use of glass, including 
cutting, grinding, polishing, moulding, blowing, etc. 
2. Problems of constructive design. 

Eleventh Grade. First Semester. 

Recommended Minimum Course, 
i. The work of this semester covers bench work in iron and 
steel. 

2. Principles and processes to be taught. Chipping, filing, 
polishing, drilling, tapping, fitting, riveting, scraping. 

3. Suggested exercises. The straight edge, chipping block, 
center punch, nail set, surface plate, calipers, surface guage. 

Correlated and Supplementary Work. 

1. Metallurgy, iron and steel. 

2. History and manufacture of supplies, such as files, car- 
borundum, waste, oil drills, etc. 

ART METAL WORK. 
Eleventh Grade Second Semester. 

Recommended Minimum Course. 

1. Principles and processes to be taught. Piercing, drilling, 
etching, beating, raising, hammering, soldering, chasing, en- 
ameling, and coloring. 

2. Suggested exercises. The making of hat pins, watch 
fobs, paper knives, card trays, bowls, book racks, spoons, 
ladles, etc. 

Correlated and Supplementary Work. 

1. Metallurgy of brass, copper and silver. 

2. Study of silver smithing and jeweler's work, including 
designing and engraving. 

3. Enamels and enamel work firing, pottery and china paint- 
ing. 

Eleventh Grade. Second Semester. 
Recommended Minimum Course. 
Note — This is an alternate course to be substituted for the 
one outlined above, if in the judgment of the instructor it is 
the most desirable. 

1. Principles and processes to be taught. Soldering, bend- 
ing, wiring, fluxes. 



—86— 

2. Suggested exercises. Manufacture of piping, tin cups, 
cookie cutter, elbow joint, etc. 

Correlated and Supplementary Work. 

i. Study of metallurgy of tin and zinc. 

2. The advantages and disadvantages of tinsmithing as a 
trade. 

3. Cornice work. 

4. The installation of hot-air furnaces. 

5. The development of surfaces as applied to the work. 

AGRICULTURE. 

Agriculture as a subject for systematic study* is in its in- 
fancy in the High Schools. That it will steadily grow in im- 
portance is pretty generally conceded. With the increase in 
density of population in the United States, Agriculture will be 
forced to more scientific and intensive methods. These de- 
mand more intelligent farmers and it is the duty of the schools 
to produce them. 

The following quotation from President Roosevelt's mes- 
sage to the 59th Congress puts the situation clearly: 

"Farming, at least in certain branches, must become a techni- 
cal profession. There must be open to farmers the chance for 
technical and scientific training, not theoretical merely, but 
of the most severely practical type. The farmer represents 
a peculiarly high type of American citizenship, and he must 
have the same chance to rise and develop as other American 
citizens have. Moreover, it is exactly as true of the farmer 
as it is true of the business man and the wage earner, that 
the ultimate success of the nation of which he forms a part 
-must be founded not alone on material prosperity, but upon 
high moral, mental and physical development. This educa- 
tion of the farmer — self-education by preference, but also edu- 
cation from the outside, as with all other men — is peculiarly 
necessary here in the United States, where the frontier condi- 
tions even in the newest states have now nearly vanished, 
where there must be a substitution of a more intensive system 
of cultivation for the old wasteful farm management, and 
where there must be a better business organization among the 
farmers themselves." 

Any agricultural course which may be outlined is merely 



-8 7 - 

suggestive. Each school must decide upon the important 
topics for its constituency and so outline its course. 

If the suggested four year course seems to contain too many 
agricultural subjects then certain ones may be omitted without 
injury to the course. However it would seem best that in a 
course of its length there should be one purely agricultural 
subject each semester of the four years and more if the young 
man is to be attracted to the farm. The large number of sub- 
jects have been outlined that any community may have a 
'choice of suitable topics for its course. 

The four year course here suggested is adaptable to a com- 
munity where the stock industry occupies a very important 
position among the farmers. If fruit raising were the more 
important, then stock judging in the first year should be re- 
placed by horticulture. Each year of course should stand for 
some one thing, as Animals, Crops, Soils, or Management. 
Election may be provided for if thought best. It will be 
noticed that in the outlined course agricultural subjects have 
taken the place of history and modern languages in the usual 
four year scientific course. 

The two year course is for the boy seventeen or eighteen 
who can spend but a short time in school and so needs as many 
of the agricultural subjects as he can study and understand 
with profit. 

EVery topic should be made as practical as possible, being 
tied up as closely as convenience will permit with the farm 
and farm life. Laboratory exercises will have to be worked 
out by the teacher at his own suggestion. 

Suitable texts of high school grade are somewhat difficult to 
obtain. Bulletins from the various State Experiment Stations 
are found most easily adapted to many phases of high school 
work. When once a course has been determined upon the 
school should endeavor to be placed upon the mailing list of 
such experiment stations as will furnish it with proper bulle- 
tins. A number of publishing houses are now however be- 
ginning to meet the demand for high school texts in agricul- 
ture. 

STOCK JUDGING. 
Four recitations and one laboratory weekly. 
TEXTS : 

Types and Breeds of Farm Animals — Plumb. 



Judging Live Stock — Craig. 

Bulletins — Circular No. 29 — Indiana Experiment Station. 

Bulletins — No. 122, Horses and Mules — Illinois. 

CATTLE : 

Beef Breeds- 
Characteristics. 

History. 

Score Card by Craig. 
Dairy Breeds — 

Characteristics. 

History. 

Score Card by Craig. 
Swine — 

Characteristics. 

History. 

Score Card by Craig. 
Bacon Type — ■ 

Characteristics. 

History. 

Score Card by Craig. 
SHEEP: 

Mutton Type — 

Characteristics. 

History. 

Score Card by Craig. 
Fine Wool Type — 

Characteristics. 

.History. 

Score Card by Craig. 
GOATS: 

Angora and Milk — 

Characteristics. 

History. 

Score Card by Craig. 
HORSES: 

Draft Type- 
Characteristics. 

History. 

Score Card by Craig. 
Light Type- 
Characteristics. 

History. 

Score Card by Craig- 
MULES— 
Mining. 
Plantation. 
Lumber. 



-89- 

Levee. 
Railroad. 

BLACKSMITH1NG. 
One Year. 
Four hours a week or one afternoon or morning. 
TEXT : 

Iron Forging — International Correspondence Schools. 
Manufacturing, Process of — 
Wrought iron 

Iron manufacture, uses and properties 
Cast iron 

Composition 
Properties 
Uses 

Bessmer iron and steel 
Building fires 
Care of tools 

Processes of drawing, upsetting, welding, etc. 
Fagot and jump welds 

Bolts, chisels, pinchers, tongs, etc., are made. 
Wood Work. 
Students are taught the care handling of tools, sharpening of 
tools, setting of saws and adjusting planes, etc. 

The regular course is designed to teach the student the funda- 
mental principles involved in practical carpentry. 

Opened and closed morticesses and tenons, halving at angles, joints, 
splices, tool chests, tables, chairs, etc., are made using the tools. 

SOILS. 
One Semester. 
Recitations four times a week. Laboratory once a week. 
TEXTS: 

The Soil— Burkett. 
The Soil— King. 
The Soil — Fletcher. 
Laboratory Manual — Mosier. 
Dry Farming — McDonald. 
Origin 

Physical Composition 
Classes 

Sedentary 
Transported 

Sandy soils 

Sandy loam 

Clay soils 

Clay loam 

Loam soils 

Silt soils 

Gravely and stony loams 

Peat and muck soils 



— go— 

Loess soils 
Adobe soils 
Salt marsh soils 
Alkali soils 
Value of various coils for agriculture. Movement of soil moisture. 
Tillage — purpose 

To prepare seed bed 
To kill weeds 
To conserve soil moisture 
To increase water holding capacity 
To aid in formation of plant food 
Object and method of plowing — 

History and purpose of plowing 
Depth of plowing 
Subsoiling 

Uses of various kinds of cultivators and harrows 
Dry Farming — 

Dry farming methods 
Campbell System 
Dry farm regions 
Arid lands 
Semi-arid lands 
Dry land crops 
Dry land experiments 

Fertilizers and Manures. 
One Semester. 
■Recitations four hours each week. Laboratory once a week. 
TEXTS: 

First Principles of Soil Fertility — Vivian. 
Fertilizers and Manures — Voorhees. 
Fertilizers — Hall. 

Outline of work — 

Maintaining soil fertility 
Methods of checking erosion 
Fallowing, object and benefits 
Rotation of crops and systems of rotation. 
Single crop farming. 

Methods of storing and using barnyard manure 
Green manuring 
Commercial fertilizers 
Nitrogenous 
Potassium 
Phosphatic 

Manufacture 

Value 

Uses 



—9 1— 

Irrigation and Drainage. 
One Semester. 
Average four recitations and one laboratory a week. 
TEXTS: 

Irrigation and Drainage — King. 

Irrigation Farming — Wilcox. 

Bulletins — Colorado and Utah Experiment Stations. 
Outline of work — 

Amount of water used by plants 

Water needed for any grain crop 

Object of irrigation 

To supply moisture 
To add fertility 
Methods of applying water 

Flooding 

Furrow 

Sub-irrigation, etc. 
Methods of measuring 
_ Acre inch 

Miner's inch 

Second foot 
Duty of water 

Character of soil 

Kind of crops 

Time of year 
Frequency and time of irrigation 
Tillage after irrigation 
Methods applicable to different crops 

By diverting streams 

By diverting underground streams 

By flood waters 

By pumping (Engine, wind and stream power) 
Object of drainage 

Remove free water 

Aeriation of soils 

Increase available supply of soil moisture and plant food. 

Increase warmth of so ; l 

Remove undesirable salts 

Remedy physical conditions 
Methods of Drainage 
By open ditches 

By underground tiling 
Planning drainage system 

Outlet 

Grade 

Devices for establishing grades 

Number and direction of drains 

Depth of underdrainage 

Kind and size of tiles 



—92- 

Digging ditches and laying of tiles. Cost of a drainage system. 
Farm Crops — Cereals. 
One Semester. 
Recuation four hours a week. Laboratory once a week. 
TEXTS: 

The Creals in America — Hunt. 

Examining and Grading Grains — Lyon and Montgomery. 
Outline of work — 

Classification and choice of field crops 
Possibilities of improvements 
Methods of improvements 
Wheat — 
History 

Botanical and relationships 
Descriptions and characteristic^ 
Composition — chemical 
Varieties 
Culture 

Climate 
Soil 

Fertilization 
Cultural methods 
Plowing 
Sowing 
Enemies 
Weeds 

Fungus diseases 
Insects 
Methods of harvesting and threshing 

Production and marketing 
Grain judging 

Maize, Oats, Barley, Rye, Rice, Buckwheat, Sorghums 
Same outline as for wheat 

Farm Crops — Forage and Fiber Crops. 
One Semester. 

Four recitations a week and laboratory once a week. 
TEXTS: 

The Forage and Fiber Crops in America — Hunt. 
Outline of work — 

Perennial forage grasses 
Botanical relationships 
calculating mixtures 
Tsiurse crops 
Methods of seeding 
Time of seeding 
Depth of seeding 
Rotation 
Uses of fertilizers 



—93— 

Production r*nd harvesting 

Yield 

Haymaking 

Marketing 

'Grading of hay 
Timothy — 

Name 

Relationship 

Description 

Seeds 

Variations 

Improvements 

Adaptation 

Improvements 

Adaptation to soil and climate 

Value 

Rotation 

Amount of seed to acre in seeding 

'rime of cutting 

Advantage and disadvantages 
Other grasses as meadow, foxtail, red top, Kentucky blue grass, 
orchard grass, meadow fescue, smooth brome grass, Bermuda 
grass 

Also annual forage plants as millet, salt bushes, may be studied 
under outline for timothy 
Legumes — 

Perennial and annual 
Botanical relationships 
Common characters and 
Nurse crops 
Methods of seeding 
Time of seeding 
Depth of seeding 
Rotation, their value in rotation 
Fertilization 

Production and harvesting 
Yield 

Hay making 
Marketing 
Grading 
.Alfalfa — 
Name 

Relationships 
Description 
Seeds 

Improvements 

Adaptation to soil and climate 
Value 
Rotation with cultural methods 



—94— 

Soils suitaole for growth, of alfalfa 
Time of seeding 
Amount of seed 
Innoculation of soil 

Methods of handling and caring for hay 
Advantage of alfalfa 
Other legumes as clover vetches, cow peas, soy beans, and field 
peas, may be studied in much, the same manner as alfalfa. 
Root Crops — 

Beets" (Sugar or Mangel-Wurzel), rutabagas, turnips, carrots, 
parsnips, kohlrabi, cabbage, rape, kale. 
Outline of Study — 
Name 

Relationship 
Types 
Description 
Adaptation 
Cultural methods 
Irrigation 
Rotation 
Value 
Fiber Crops — 

Cotton, Hemp, Flax, Jute, Ramie, Manilla Fiber, Sisal 

Name 

Relationship, botanical 

jjescription, physical characteristics 

Varieties 

Cultural methods 

Climate 

Soils 

Rotation 

Fertilization 

Harvesting 

Marketing 

Production 

Uses 

Farm Machinery. 
One Semester. 

Four recitations and one laboratory weekly. 
TEXTS: 

Farm Machinery — Davidson and Chase 
Horse power 

How to figure 
Mechanical principles of 
Materials 

Strength of materials 
Tillage Machinery — ■ 

Plows, harrows, weeders, cultivators 
Suo-surface packer 



—95— 

Seeding Machinery — 
Grass seeders 
Grain seeders 
Drills and broadcasters 
Harvesting Machinery — 
Development of 
Modern machinery 
Grain machinery 

Headers, Binders, etc. 
Grass — 

Mowers 
Rakes 
i edders 
Bailers, etc. 
Manure spreaders 
threshing machines 
Development of 

Clover hullers, pea hullers, wheat huilers 
Corn machinery 
Development of 
Feed and silage cutters 
Huskers 
Shellers 
Feed mills 
Vehicles — ■ 
Wagons 
Buggies 
Sleds 
Pumping Machinery — 
Suction 
Force 
Rotary 
Centrifugal 
Hydraulic ram 
Storage tanks 
Laboratory exercises 

Setting up and adjusting machinery. 
Farm Motors. 
Four recitations and one laboratory weekly. 
TEXT: 

Farm Motors — Davidson and Chase. 
Animal as a motor 
Horse 

Capacity 
Maximum power 
Windmills — 

Development of 
Homemade windmills 
Jumbos 



— g6 — 



Battle Ax 
Holland 
Mock Turbines 
Manufactured windmills 

Reconstructed turbines 
Power of windmills 

Methods of erecting 
Economic consideration of 
Steam boilers 

Classification of 
Locomotive 
Marine 
Portable 

Stationery according to form 
Horizontal 
Vertical 
Adapta^on of each. 
Boiler accessories 
Feed pumps 
Injectors 
Steam gauge 
Boiler capacity 
Strength of boilers 
Fuels 

Relative value of 
Coal, oil, wood, straw 
Combustion 
Handling a boiler 
Cleaning, firing, etc. 
Steam engines 
Early forms 
Present forms 
Gasoline engines 
Types of 
Relative use of 
Care of 

Advantages of gasoline engine for developing power on farm 
Future of 
Traction engine 

Boiler mounting 
Under mounting 
Frame mounting 
Handing mounting 
Electric motors 

Farm Dairying. 
One Semester. 
Four recitations and one laboratory weekly. 
TEXTS: 

Dairy Farming — Michels. 



—97— 

Milk and Its Products — Wing. 
First Lessons in Dairying — Fan Norman. 
The dairy herd 
Breeding 

Health and future of animals 
The selection of 
Building up a dairy herd 
Principles involved 

Breeds of dairy cattle 
Jersey 
Guerensey 

Holstein-Fresian, etc. 
Feed and care of dairy cattle 
Principles of feeding 
Calculation of ration 
Silos 
Silo construction and Silage 
Methods of keeping records of individual cows 
Milking 

Herd management 
Rearing the dairy calf 
Construction of dairy barn and milk house 
Diseases and ailments of dairy cattle 
Milk and its products 
Milk 

Composition 

Chemical, physical, properties 
The Babcock test 
Principle 
Apparatus 
Chemicals 
Bacteria and milk fermentation 
Sanitary milk production 
Farm butter making 

Creaming, processes of cream ripening 
Churning 
Farm cheese making 
Marketing dairy products 
Care and operation of dairy machinery 
Laboratory exercises 

Testing milK, making butter, etc. 

Diseases of Farm Animals. 
One Semester. 

Five recitations a weeK. 
TEXTS: 

Veterinary Studies for Agricultural Students — Reynolds. 

Simple Anatomy of Horses. 

Diseases 

Inflamation 



Fevers 

Congestions 

Hemorrhages 

Dropsy 

Collapse 
Wounds, Various 

Treatment 
Cause and prevention of diseases 

Disinfection and disinfectants 

Heredity 

Feed and water 

Parisitism 
External 
Internal 
Poisonious plants 
Ventilation of farm ouildings 
Special diseases 

Actionmycosis or Lumpy Jaw 

Anthrax 

Syptomatic Antnrax or Black Leg 

Glancers and Farey 

Foot and mouth disease 

Texas or Tick Fever 

Tuberculosis 

Hog Cholera 

Choke 

Hover or Bloat 

Lameness 

Soundness 

Lymphangitis and Heaves 

Parturient Paralysis or Milk Fever 

Sheep scab 

Nodule disease 

Foot rot 

Obstetrics 
Common medicines and remedies. 

Farm Accounts. 
Two afternoons a week for a year. 
TEXTS: 

Any good text in Elementary Bookkeeping. 
Bexell's Farm Accounts. 

Principles of bookkeeping 
Debit and Credit 
Books, as day book, ledger, etc. 

Simple exercises in bookkeeping about three months 
Follow Bexell's Farm Accounts in connection with courses 
Farm Management. 



'—99— 

Horticulture. 
One Year. 

Five recitations and one laboratory weekly. 
TEXT: 

Annals of Horticulture — Bailey. 

"Horticulture is the growing of flowers, fruits, vegetables and 
plants for ornament and fancy." 
Propogation 
Seed 
Layering 
Cutting 
Grafting 
Buauing 
Tillage 

Setting and care of orchards 
Fruit 

Pome 

Stone 

Vine 

Small 

Harvesting 

Storing 

Vegetables 

Construction of hot beds 

Cold frames 

Transplanting 

Selection of seeds 

Testing for germanation and purity 
Cultural methods of various vegetables 

Beans, peas, tomatoes, cabbage, potatoes 
Kitchen gardens 
Market gardens 
Marketing 
Preparation for 
Time of 
Insects injurous 
Kinds 

Methods of eliminating 
Insects beneficial 
Fungus diseases 

Treatment of 
Landscape gardening 
Lawns 
Shade -trees 
Ornamental shrubs 
tiants for same 



— IOO 

Farm Management. 
One Year. 

Three recitations weekly. 
TEXT: 

Farm Management — Card. 
Lectures by instructor in charge. 

Outline of Study- 
Capital 
Labor 

The choice of a farm 
Choosing a building site 
Farm buildings 
Implements and equipments 
System of farming 
Market problems 
Advertising 
Cooperation 
Rotations 
xtecords and accounts. (See Farm Accounts.) 

Feeding Farm Animals. 
One Semester. 
Five recitations weekly. 
TEXTS: 

Profitable Stock Feeding — Smith. 
References, Feeds and Feeding — Henry. 

Outline of Study — 

Computing balanced rations 
Study of feeds, their composition and uses 
Feed and care of horses, cattle, hogs, sheep, and poultry 
Animal Breeding. 
One Semester. 
Five recitations weekly. 
TEXT: 

Animal Breeding — Shaw. 

Outline of Study — 

Care of breeding animals 
Laws of breeding 

Mendel's Law 

Law of Atavism, etc. 

Relative influence of parents 

Selection 

Cross breeding 

Grading 

Form new breeds 

Reading and writing pedigrees 



IOI- 



Poultry. 
One Semester. 
Two recitations weekly. 
TEXTS: 

Progressive Poultry — Bingham. 
Station Bulletins. 

Outline oi Study — 

Standard varieties of chickens 

Care and feeding of chickens, ducks, turkeys and geese 
Marketing and Market problems 
Planning of buildings 
Incubators 
Brooders 

Optional Subject. 
This topic is to be studied at home for a specified time under the 
direction of the teacher and shall count for at least one semester's 
work in any regular subject. A full record must be kept of the work 
done including time, labor, cost and profit or loss. 
Suggested topics — ■ 

(1) Planting and raising of a crop of oats or wheat, etc. 

belection and jand picking of seeds 

Germination tests 

Preparation of land 

Seeding 

Irrigation and culture 

Harvesting 

Threshing 

Marketing 

(2) Record of a dairy cow for a year. 

Care 
Feed 

Cost of feed 
Kind of feed 
Balanced ration 
Daily milk record 
Profit or loss 
Chickens 
Horses 
Sheep 
Gardening 
Each topic is to be similarly outlined as preceeding ones. 



— 102 

MECHANICAL DRAWING. 

Four periods a week during the year. Two periods in suc- 
cession necessary". 

Materials — Good mechanical drawing paper which may bear 
a good deal of erasing. Post's Carona No. 7 
is a good paper for the purpose. 
A good India ink. 
Drawing instruments. Least possible number 

for good work. Drawing board. 
T. square. 
Triangle 60' 30'. 
One protractor. 
Compasses — pencil and pen. 
Ruling pen. 

Spring bow pencil and pen. 
An irregular curve or scroll. 
Pencil 6h and 4I1. 
Tillott pen No. 404 for lettering. 
Thumb tacks. 
Object — That the farmer boy may be able to read simple 
plans; also to draw simple plans which may be read by a me- 
chanic. 

Plate 1. — Free hand lettering. 

Plates II.-V. — Geometrical Problems (To be done with in- 
struments other than T square and triangle. Six problems to 
a plate.) 

1. To draw a perpendicular to a line from a point on the line. 

2. To draw a perpendicular to a line from a point outside the line. 

3. To draw a perpendicular to a line from a point at the end of a 

line. 

4. To bisect a Fne. 

5. To bisect an arc. 

6. To construct at a given point in a line, an angle equal to a given 

angle. 
7-8. To araw through a given point, a line parrallel to a given line 
(two methods). 
9. To bisect a given angle. 

10. To construct a triangle when one side and the included angle are 

given. 

11. To construct a triangle when two sides and the two including 

angles are given. 

12. To construct a triangle when two sides and the two including 

angles are given. 



— io3— 

13. To pass a circumference through three points not in a straight 

line. 

14. To draw a tangent to an arc at a given point on the arc. 

15. To draw a tangent to an arc from a given point outside the arc. 

16. To draw an arc of a given radius tangent to two intersecting lines. 

17. To inscribe a regular hexagon in a given circle. 

18. To inscribe a regular triangle in a given circle. 

19. To circumscribe a regular triangle about a given circle. 

20. To inscribe a circle in a given triangle. 

21. To circumscribe a circle about a given triangle. 

22. To divide a given line into any number of equal parts. 

23. To construct a regular pentagon upon a given line as a side. 

24. To copy a curve by points in equal enlarged or diminished size. 
Projections two problems on a plate. 

Plates VL-X. 

25. Draw three views of a right rectangular prism, I%x3% in. hav- 

ing its faces parallel in pairs to the planes of projection, the 
largest faces being parallel to V and the greater dimension of 
those faces vertical. 

26. Three views of a horizontal rectangular plane 1% in., the plane 

to be the top surface of the solid shown in Prob. 25 and similar- 
ly situated. 

27. Three views of a vertical regular hexagonal plane of 2*4 in. line 

diameter, this diameter to be parallel to H. 

28. Three views of a line i% in. long parallel to H. and S. V. 

(Vertical plane H. ) 

(H. Horizontal plane. ) 

(H. S. side vertical plane.) 

29. Draw three views of a right circular prism altitude parallel to V. 

having the diameter of the prism 2 in. and the altitude 3% in. 

30. Draw a right rectangular prism 1% in. by 2*4 in. having the lar- 

gest faces parallel to V and its longest edges inclined up to the 
left at 30 degrees from vertical. 

31. Three views of a rectangular pyramid 2 in. by 1% in. altitude 4 

in. placed so that its altitude is perpendicular to H. and its 
greatest base line is parallel to V. 

32. Two views, top and front and a cross section of a chimney. 
(Use 1 in scale.) Height 4 ft. 

Base 2 ft. by 1% ft. Flue 1% ft. by % ft. 

Trimming % ft., wide 3-16 ft., projection 3 ft. from base. 

Indicating carefully all dimensions. 

33. A hollow cylinder 4 in. high having a base and top 2 in. in diame- 

ter and Y2 in. thick projecting % in. over the main of the 
cylinder. 
Diameter of hollow space 1 in. Show two views and cross sec- 
tion. Use center lines but no axis of projection. Indicate all 
dimension lines. 

34. Three views of a square prism 4 in. high, 2 in. square wh'ch is. 

paneled % in. aeep, on each face y 2 in. from either side and 



— 104 — 

end, and so placed that one side of the base forms an angle of 
30 degrees with the horizontal axis of projection. 
Plate XL Working drawings. 

(1) Table 3 ft. 4 in. projecting 3 in. (top) 2 ft. 
5 in. by 2% in. by 2% in. (legs). 

Frame to be lumber 4 in. wide. Legs to be put on with Tenon 
joints 1 X A by % in. set in *4 in. from each leg. (Indicate scale.) 

(2) Tool box. 

2 ft. long, Qy 2 in. deep, 1*4 ft. wide, having a central partition 

extending above and containing a hole for handle. 
Partition 13% in. high with hole % in. from top and l 1 ^ in deep, 

6 in. long. Show all dimensions also give scale. 
Plate XII. 

Draw school ground plan, placing main buildings, driveway, 

outbuildings, walks and shrubery in their proper places. 
Plate XIII. 

Indicate cardinal points and scale. 

Lay out the plan of a farm (your own if you choose), show 

location of Duildings, ditches, streams, and divisions of land 

into fields for pasture, farming hay, etc. Indicate scale used. 
Plate XIV. 

Barn or shop plans. Floor plans locating all chutes, stalls,. 

boxes, etc. Make an elevation of this plan, also detail of roof 

construction. 
Make a blue print of one of these plates of working drawings. 

Suggested Four-Year Course. 

First Year. 

FIRST SEMESTER: SECOND SEMESTER: 

English English 

Algebra Algebra 

Physiography Physiography 

Stock Judging Stock Judging 

Blacksmithing eslacksmithing 

Second Year. 
FIRST SEMESTER: SECOND SEMESTER: 

English > English 

Geometry Plane Geometry Plane 

Biology Biology 

Farm Crops — Cereals Farm Crop Forage and 

Fiber Crops 
Carpentry Carpentry 

Third Year. 
FIRST SEMESTER: SECOND SEMESTER: 

English English 

Chemistry Chemistry 

Algebra Irrigation and Draining 

Soils Mechanical Drawing 



-10 = 



FIRST SEMESTER: 
English 
Physics 

Farm Accounts 
Farm Management 
Farm Machines 
Farm Dairying 

Suggested Two-Year Course. 
First Year. 



Fourth Year. 

SECOND SEMESTER: 
English 
Physics 

Farm Accounts 
Farm Management 
Feeding Farm Animals 
Farm Motors 



FIRST SEMESTER: 
English 
Stock Judging 
Farm Crops — Cereals 

Diseases of Farm Animals 
Blacksmithing 



SECOND SEMESTER: 
English 
Stock Judging 
Farm Crops Forage and 

Fiber Crops 
Irrigation and Drainage 
Blacksmithing 



FIRST SEMESTER: 
English 
Soils 

Farm Accounts 
Farm Management 
Farm Dairying 
Carpentry 



Second Year. 

SECOND SEMESTER: 
English 

Manures and Fertilizers 
Farm Accounts 
Farm Management 
Feeding Farm Animals 
Carpentry 



TEXTS. 

Plumb — Types and Breeds of Farm Animals Ginn & Co. 

King — The Soil King, Madison, Wis. 

Burkett — The Soil O.J. Company 

Fletcher— The Soil Double Day Page & Co. 

W. P. Brooks — Soils The Home Correspondence School 

Mosier — Laboratory Manual Mosier. Urban, 111. 

McDonald — Dry Farming The Century Co. 

Widtsoe — Dry Farming , . .MacMillan Co. 

Vivian — Soil Fertility 0. J. Company 

King — Irrigation and Drainage King, Madison. Wis. 

Y\ ilcox — Irrigation Farming O. J. Company 

Hunt — The Cereals in America .0. J. Company 

Lyon and Montgomery — Examining and Grading Grains Ginn & Co. 

Hunt — The Forage and Fiber Crops in America O. J. Company 

Davidson and Chase — Farm Machinery O. J. Company 

Davidson and Chase — Farm Motors O. J. Company 

Michels — Dairy Farming John M'chels, West Raleigh, N. C. 

Wing — Milk and Its Products Macmillan Co. 

. Tan Norman — First Lessons in Dairying O. J. Company 

Reynolds — Veterinary Studies for Agricultural Students. .Webb Pub. Co. 

Brooks — Animal Husbandry The Home Correspondence School 

Bex ell — Bexell's Farm Accounts H:me Correspondence School 



— 106 — 

Bailey — Annals of Horticulture 0. J. Company 

Card — Farm Management Double Day Page & Co. 

Shaw — Animal Breeding 0. J. Company 

Marshall — Animal Breeding 0. J. Company 

C. M. Arkman — Manures and Manuring 

Brooks — Manures and Fertilizers The Home Correspenaence School 

Bringham— Progressive Poultry The Torch Press, Des Moines, la. 

Smith — Profitaole Stock Feeding Smith a, Co., Lincoln, Neb. 

DOMESTIC SCIENCE. 

It was not deemed" wise to give a course in too great detail 
but to indicate the topics that would be covered in almost any 
course, leaving the variations to be worked out locally. 

There are many arguments in favor of putting sewing in 
the first and third years and cooking in the second arid fourth. 
Such an arrangement is recommended. 

First Year. 

I. PRACTICAL WORK— 

(.a) Drafting. 

1. Hand sewing, fundamental stitches. 
Machine sewing. 

2. Combination of hand and machine sewing in designing and 
making. 

(1) Complete set of white undergarments. 

(2) Shirtwaist suit of wool or cotton. 

(3) Apron and sleeve protectors. 

(4) A wash dress. 

(5) Mending. 

(6) Kimona. 

II. THEORETICAL WORK— 

(a) History, use and care of sewing machine. 

(b) Cotton, wool and flax; their growth, cultivation, use; manufac- 
ture or cotton and wool thread and fabrics. 

(c) Emery needles. 

Second Year. 
KITCHEN COOKING— 

1. Equipment and care of same. (Especially the sink, range and 

refrigerator.) 
Directions for washing dishes and dish towels. 

2. Function of Foods. 
Classification of Nutrients. 

inorganic Foods. 
I. WATER— 

3. Kinds and uses of water. 

Boiling and simmering points of water. 
Effects of adding substances, as salt, sugar, etc. 



—107— 

Opganic Foods. 

II. CARBOHYDRATES— 

4. Fruits and Vegetables: 

Classification, Composition, etc. 
Prepare Baked or Stewed Fruit. 
Prepare Baked or Boiled Potatoes. 

5. Cereals: 

Source and Preparation. 

Prepare Rice and one other Cereal. 

Discuss the Fireless Cooker. 

6. Cereal Products: 

Prepare Toast and White Sauce. 

Discuss Corn Starch, Tapioca, Macaroni, etc. 

7. Sugar: 

Different kinds of sugar, their source and preparation. 

Cook Syrup, noting all stages from thread to caramel sugar. 

Prepare two or more kinds of candy. 

III. PROTEINS— 

8. MiU: 

Prepare Junket with Caramel Sauce. 
Discuss Cheese and other milk products. 

9. Eggs: 

Discuss effects of different temperatures. 
Discuss boiled, poached, eggs, etc. 
Prepare custard, boiled or baked. 

10. Meat and Fish: 

Different cuts of meats. 
Prepare broiled or roast meat. 
Discuss ways of cooking tough meats. 
Discuss, Fish and gelatin. 

11. Batters: 

Discuss .eavening agents. 
Study of pour and drop batters. 
Prepare popovers and muffins. 

12. Doughs: 

Prepare Bread and Rolls. 
Discuss Yeast. 

Third Year. 
I. PRACTICAL WORK— 

(a) Wool suit or thin according to season. 

(b) Altering old material. 

(c) Designing or stenciling of white gown for evening wear, or 

graduation; or 

(d) Household linen. 

(e) Hand-made waist or baby dress. 

(f) Embroidery. 

(g) Millinery. 

(h) Household furnishings. 

(i) Drawing of plans of medium sized house. 



— io8— 

(j) Making of note book, showing actual samples of wood work, 
papers, etc., for each room. 
II. THEORETICAL WORK— 

(a) Study of wool and silk. 

(b) History and art of designing. 

(c) History of costume. 

Fourth Year. 
First Semester. 

General Subjects: 

Food and Its Preparation. 

.bacteriology. 

Serving. 

Economics. 

A. FOOD AND ITS PREPARATION— 

I. Canning, preserving and jelly making. 

II. Review and elaboration of first year's work. 

III. Chafing Dish cookery. 

IV. Serving of simple meals at limited cost. 

B. BACTERIOLOGY— 

I. Yeasts. 

II. Molds. 
Hi. Bacteria. 
IV. Milk supply. 

C. SERVING. 

I. Care of dining room and table linen. 
II. Serving, with and without a maid. 

D. ECONOMICS— 

I. Marketing. 

II. Accounts. 

III. Economic problems of the home. 

IV. Division of income. 

V. Household accounts. 

VI. Saving time, strength and material in conducting household 

operations. 
VII. Relation of food <-o work. 

Second Semester. 
Genera. Subjects. 

Food and Its Preparation. 
Home Nursing. 
Sanitation. 
Laundry. 
A. FOOD AND ITS PREPARATION— 
I. Fireless cookery. 

Cooking of meats, vegetables and frozen mixtures. 

II. Infant diet. 

Cooking of modified milk, barley water, whay, etc. 

III. Invalid diet. 

Preparation and serving of meals to suit special conditions. 



— 109 — 

IV. Fancy cooking. 

Bread, cakes, salaas, entrees, me<j,ts, vegetables; desserts, 
sauces, and garnishings. 
V. Preparation and serving 01 an elaborate dinner. 

B. HOME NURSING— 

I. Care of sick room. 

II. Care of invalid, 
ill. Making of beds. 
IV. Symptoms and treatment of common diseases. 

V. Emergencies. 

C. SANITATION— 

I. Public Hygiene. 

1. Water and milk ^supply. 

2. Laws of Boai I of Health. 
II. Personal Hygiene. 

1. j. lumbing. 

2. Ventilation and beating. 

D. LAUNDRY WORK. 






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